2024

• Derewianka, B., Harper, H., Parkin, B., Acevedo, C., Rose, D., Dare, B., Brisk, M., Jones, P. (2024). What counts as ‘evidence’ in literacy education? Australian Journal of Language and Literacy. [More Information]

2023

• Martin, J., Rose, D. (2023). Condensing meaning: Imagic aggregations in secondary school science. Linguistics and the Human Sciences, 1.

2022

• Rose, D. (2022). Designing Pedagogic Registers: Reading to Learn (forthcoming). In James R. Martin, John Knox and David Caldwell (Eds.), Appliable Linguistics and Social Semiotics: Developing Theory from Practice. London, UK: Bloomsbury Academic. [More Information]
• Rose, D. (2022). Nominal Groups in Pitjantjatjara. Word, 68(1), 45-80. [More Information]

2021

• Rose, D. (2021). Doing maths: (De)constructing procedures for maths processes. In Karl Maton, James R. Martin and Yaegan Doran (Eds.), Teaching Science: Knowledge, Language and Pedagogy, (pp. 257-286). Abingdon: Routledge. [More Information]
• Kartika-Ningsih, H., Rose, D. (2021). Intermodality and Multilingual Re-instantiation: Joint Construction in Bilingual Genre Pedagogy. Ikala: revista de lenguaje y cultura, 26(1), 185-205. [More Information]
• Rose, D. (2021). Interpersonal Grammar of Pitjantjatjara. In J. R. Martin, Beatriz Quiroz and Giacomo Figueredo (Eds.), Interpersonal Grammar: Systemic Functional Linguistic Theory and Description, (pp. 160-190). Cambridge: Cambridge University Press. [More Information]
• Jones, P., Matruglio, E., Rose, D. (2021). Investigating Pedagogic Discourse in Late Primary and Junior Secondary English. In Pauline Jones, Erika Matruglio and Christine Edwards-Groves (Eds.), Transition and Continuity in School Literacy Development, (pp. 145-168). London, United Kingdom: Bloomsbury. [More Information]
• Rose, D. (2021). Literacy Education and Systemic Functional Linguistics. In Susan Conrad, Alissa J. Hartig, Lynn Santelmann (Eds.), The Cambridge Introduction to Applied Linguistics, (pp. 115-132). New York: Cambridge University Press. [More Information]
• Rose, D. (2021). Reading metaphor: Symbolising, connoting and abducing meanings. Linguistics and Education, 64, 100932. [More Information]
• Chen, H., Lewis, H., Rose, D. (2021). Understanding Literacy Transitions: Pedagogic Practices in Primary Writing Classrooms. In Pauline Jones, Erika Matruglio and Christine Edwards-Groves (Eds.), Transition and Continuity in School Literacy Development, (pp. 119-144). London, United Kingdom: Bloomsbury. [More Information]

2020

• Rose, D. (2020). Building a Pedagogic Metalanguage I: Curriculum Genres. In J.R. Martin, Karl Maton, Y.J. Doran (Eds.), Accessing Academic Discourse: Systemic Functional Linguistics and Legitimation Code Theory, (pp. 236-267). Abingdon: Routledge (Taylor and Francis). [More Information]
• Rose, D. (2020). Building a Pedagogic Metalanguage II: Knowledge Genres. In J.R. Martin, Karl Maton, Y.J. Doran (Eds.), Accessing Academic Discourse: Systemic Functional Linguistics and Legitimation Code Theory, (pp. 268-302). Abingdon: Routledge (Taylor and Francis). [More Information]
• Humphrey, S., Hao, J., Rose, D. (2020). Launching research: A Martinian perspective on science pedagogy. In Michele Zappavigna and Shoshana Dreyfus (Eds.), Discourses of Hope and Reconciliation: On J. R. Martin's Contribution to Systemic Functional Linguistics. London: Bloomsbury Academic. [More Information]
• Rose, D. (2020). The Baboon and the Bee: exploring register patterns across languages. In J.R. Martin, Y.J. Doran, Giacomo Figueredo (Eds.), Systemic Functional Language Description: Making Meaning Matter, (pp. 273-306). New York: Routledge. [More Information]

2018

• Kartika-Ningsih, H., Rose, D. (2018). Language shift: analysing language use in multilingual classroom interactions. Functional Linguistics, 5, 1-22. [More Information]
• Rose, D. (2018). Languages of Schooling: Embedding Literacy Learning with Genre-based Pedagogy. European Journal of Applied Linguistics, 6(1), 59-90. [More Information]
• Rose, D., Martin, J. (2018). Leer para aprender: Lectura y escritura en las areas del curriculo. Madrid: Ediciones Piramide.
• Rose, D. (2018). Pedagogic register analysis: mapping choices in teaching and learning. Functional Linguistics, 5, 1-33. [More Information]
• Rose, D. (2018). Sister, shall I tell you?: Enacting Social Relations in a Kinship Community. Functions of Language, 25(1), 97-134. [More Information]

2017

• Rose, D. (2017). Embedding literacy skills in academic teaching. In Nicola Rolls, Ellie Chambers, Andrew Northedge (Eds.), Successful University Teaching in Times of Diversity, (pp. 202-223). London, UK: Red Globe Press. [More Information]
• Rose, D. (2017). Evaluating the Task of Language Learning. Writing Development in Struggling Learners: Understanding the Needs of Writers Across the Lifecourse, (pp. 161-181). Leiden, The Netherlands: Brill Academic Publishers. [More Information]
• Rose, D. (2017). Learning to write, Reading to Learn: background and development of genre-based literacy improvement projects in Australia. Lenguaje y textos, 46, 7-18. [More Information]

2016

• Rose, D. (2016). Embedding reading and writing in curriculum learning. Sprogforum, 63, 57-64.
• Rose, D. (2016). Engaging and Supporting all our Students to Read and Learn from Reading. PETAA Paper, 202.
• Rose, D. (2016). Engaging children in the pleasures of literature and verbal art. Australian Journal of English Education, 51(2), 52-62. [More Information]
• Rose, D. (2016). Genre, Knowledge and Pedagogy in the 'Sydney School'. In Natasha Artemeva and Aviva Freedman (Eds.), Genre Studies Around the Globe: Beyond the Three Traditions, (pp. 299-338). Bloomington: Trafford Publishing.
• Rose, D. (2016). New Developments in Genre-Based Literacy Pedagogy. In Charles A. MacArthur, Steve Graham, Jill Fitzgerald (Eds.), Handbook of Writing Research, (pp. 227-242). New York: Guilford Press. [More Information]
• Rose, D. (2016). Teaching Reading and Writing with Aboriginal and Torres Strait Islander Children. In Neil Harrison and Juanita Sellwood (Eds.), Learning and Teaching in Aboriginal and Torres Strait Islander Education, (pp. 136-167). Sydney: Oxford University Press.

2015

• Rose, D. (2015). Building Successful Identities with Evidence-Based Practice: A Commentary Across the Pacific. In Peggy McCardle, Virginia Berninger (Eds.), Narrowing the Achievement Gap for Native American Students: Paying the Educational Debt, (pp. 132-148). New York: Routledge. [More Information]
• Rose, D. (2015). Myth-Making and Meaning-Making: The School and Indigenous Children. In Mary Hamilton, Rachel Heydon, Kathryn Hibbert, Roz Stooke (Eds.), Negotiating Spaces for Literacy Learning: Multimodality and Governmentality, (pp. 167-183). London: Bloomsbury. [More Information]
• Lovstedt, A., Rose, D. (2015). Reading to Learn Maths: A teacher professional development project in Stockholm. Australian Journal of Language and Literacy, , 18. [More Information]

2014

• Rose, D. (2014). Analysing pedagogic discourse: an approach from genre and register. Functional Linguistics, 2, 1-32. [More Information]
• Rose, D., Martin, J. (2014). Intervening in contexts of schooling. In John Flowerdew (Eds.), Discourse in Context: Contemporary Applied Linguistics Volume 3, (pp. 273-300). London: Bloomsbury Academic. [More Information]

2013

• Martin, J., Rose, D. (2013). Pedagogic Discourse: Contexts of Schooling. RASK: International Journal of Language and Communication, 38, 219-264.
• Rose, D. (2013). Phylogenesis of the Dreamtime. Linguistics and the Human Sciences, 8(3), 335-359. [More Information]
• Martin, J., Rose, D. (2013). WartoÅ›ciowanie w dyskursie i negocjowanie postaw [Attitude: Ways of Feeling]. In Anna Duszak and Grzegorz Kowalski (Eds.), Systemowo-funkcjonalna analiza dyskursu. Krakow: Universitas.

2012

• Rose, D. (2012). Genre in the Sydney school. In Not known (Eds.), The Routledge Handbook of Discourse Analysis, (pp. 209-225). TBC. [More Information]
• Martin, J., Rose, D. (2012). Genres and Text: Living in the Real World. Indonesian Journal of Systemic Fungtional Linguistic, 1(1), 1-21.
• Rose, D., Martin, J. (2012). Learning to Write, Reading to Learn: Genre, Knowledge and Pedagogy in the Sydney School. Sheffield, United Kingdom: Equinox Publishing.

2011

• Rose, D. (2011). Beyond literacy: building an integrated pedagogic genre. Australian Journal of Language and Literacy, 34(1), 81-97. [More Information]
• Martin, J., Rose, D. (2011). Encounters with genre: apprehending cultural frontiers. In Brett Baker, Ilana Mushin, Mark Harvey, Rod Gardner (Eds.), Indigenous Language and Social Identity: papers in honour of Michael Walsh, (pp. 333-346). Canberra, ACT: Pacific Linguistics.
• Martin, J., Rose, D. (2011). Interacting with Text: The role of dialogue in learning to read and write [reprint]. In Chang Chenguang, Chen Yumin (Eds.), Context in Systemic Functional Linguistics, (pp. 290-323). China: Foreign Language Teaching and Research Press (FLTRP).
• Rose, D. (2011). Learning in Linguistic Contexts: Integrating SFL theory with literacy teaching [reprint]. In Huang Guo Wen (Eds.), Studies in Functional Linguistics and Discourse Analysis, (pp. 222-240). Beijing: Higher Education Press.
• Rose, D. (2011). Meaning beyond the Margins: Learning to Interact with Books. In Shoshana Dreyfus, Susan Hood, Maree Stenglin (Eds.), Semiotic Margins: Meaning in Multimodalites, (pp. 177-208). London, United Kingdom: Continuum.

2010

• Rose, D. (2010). Beating Educational Inequality with an Integrated Reading Pedagogy. In Frances Christie and Alyson Simpson (Eds.), Literacy and Social Responsibility: Multiple Perspectives, (pp. 101-115). London: Equinox Publishing.
• Rose, D. (2010). Learning in Linguistic Contexts: Integrating SFL theory with literacy teaching. In Yan Fang and Canzhong Wu (Eds.), Challenges to Systemic Functional Linguistics: Theory and Practice, (pp. 258-263). Bejing: 36th ISFC Organising Committee.

2009

• Rose, D. (2009). Writing as Linguistic Mastery: The Development of Genre-Based Literacy Pedagogy. In Roger Beard, Debra Myhill, Jeni Riley, Martin Nystrand (Eds.), The SAGE Handbook of Writing Development, (pp. 151-166). London: Sage Publications. [More Information]

2008

• Martin, J., Rose, D. (2008). Genre Relations: Mapping Culture. London: Equinox Publishing.
• Rose, D. (2008). Negotiating Kinship: The Language of Intersubjectivity in an Australian Culture. Word, 59(1-2), 189-215. [More Information]
• Koop, C., Rose, D. (2008). Reading to learn in Murdi Paaki: changing outcomes for Indigenous students. Literacy Learning: The Middle Years, 16(1), 41-46.

2007

• Martin, J., Rose, D. (2007). Conjunction: Logical Connections. In J.R. Martin & David Rose (Eds.), Working with Discourse - meaning beyond the clause, (pp. 115-154). London: Continuum.
• Martin, J., Rose, D. (2007). Ideation: Constuing experience. In J.R. Martin & David Rose (Eds.), Working with Discourse - meaning beyond the clause, (pp. 73-113). London: Continuum.
• Martin, J., Rose, D. (2007). Interacting with text: the role of dialogue in learning to read and write. Foreign languages in China, 4(5), 66-80.
• Martin, J., Rose, D. (2007). Negotiation: Interacting in Dialogue. In J.R. Martin & David Rose (Eds.), Working with Discourse - meaning beyond the clause, (pp. 219-254). London: Continuum.
• Rose, M., Farrington, S., Rose, D. (2007). Scaffolding academic literacy: Improving educational outcomes for Indigenous students. Synergy.
• Martin, J., Rose, D. (2007). Tackling a Text. In J.R. Martin & David Rose (Eds.), Working with Discourse - meaning beyond the clause, (pp. 255-293). London: Continuum.
• Martin, J., Rose, D. (2007). Working with Discourse - meaning beyond the clause. London: Continuum.

2006

• Rose, D., Acevedo, C. (2006). Closing the Gap and Accelerating Learning in the Middle Years of Schooling. Literacy Learning: The Middle Years, 14(2), 32-45.
• Rose, D. (2006). Democratising the Classroom: a literacy pedagogy for the new generation. Journal of Education, 37, 131-167.
• Rose, D. (2006). Literacy and equality in the classroom. Future Directions in Literacy Conference and Certificate of Primary Literacy Education 2006, Sydney: University of Sydney.

2005

• Martin, J., Rose, D. (2005). Designing literacy pedagogy: scaffolding democracy in the classroom. In Ruqaiya Hasan; Christian Matthiessen; Jonathan Webster (Eds.), Continuing Discourse on Language - a functional perspective, (pp. 251-280). London (UK) Oakville (USA): Equinox Publishing.
• Rose, D. (2005). Narrative and the origins of discourse: Construing Experience in Stories Around the World. Australian Review of Applied Linguistics, Series S(19), 151-177.

2004

• Rose, D. (2004). Metafunctional Profile Of The Grammar Of Pitjantjatjara. In A Caffarel, J R Martin & C M I M Matthiessen (Eds.), Language Typology: A functional perspective, (pp. 479-526). Amsterdam: John Benjamins Publishing Company.
• Rose, D. (2004). Sequencing And Pacing Of The Hidden Curriculam: How Indigenous Learners Are Left Out Of The Chain. In Johan. Muller, Brian Davies, Ana Morais (Eds.), Reading Bernstein, Researching Bernstein, (pp. 91-107). London: Routledge imprint of Taylor & Francis.
• Rose, D. (2004). The Structuring Of Experience In The Grammars Of Pitjantjatjara And English. Languages in Contrast: international journal for contrastive linguistics, 4(1), 45-74.

2003

• Martin, J., Rose, D. (2003). Working with Discourse: Meaning beyond the clause. London: Continuum.

2001

• Rose, D. (2001). Some variations in theme across languages. Functions of Language, 8, 109-145.
• Rose, D. (2001). The Western Desert Code: An Ausstralian cryptogrammar. Canberra: Pacific Linguistics Series.