摘要：Particularly with the support of technology, teaching/learning is a communicative and interactive process creating opportunities for engagement that present challenges to tutors and students.It is argued that, within these challenges, the understanding and exploitation of educational content can be supported and improved by a process of conceptual mapping.This activity is conceived as a staged process focused, at varying levels, on the functional structure of material with its identified concepts, and relational (rhetorical) predicates being represented through a mapping.These stages of Text Charting (comprehending) rhetorical analysis (understanding) and map construction (conceptualising) are explained and discussed; a framework of functional predicates is proposed, and the process of conceptual mapping is illustrated.The ways such mappings and the meta-language can be exploited in further work and collaborations are outlined; software applications (apps) that can support these processes, and evaluation issues concerned with identifying and illuminating the effects on learning, form the concluding sections of this paper.
