The Co-Patterning of Attitude and Field in Academic Writing: What Gets Evaluated How?

Autor/in	Hood, Susan
Titel	The Co-Patterning of Attitude and Field in Academic Writing: What Gets Evaluated How?
Quelle	In: Australian Review of Applied Linguistics, (2005) 19, S.23-40 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0155-0640
Schlagwörter	Research Papers (Students); Semantics; Written Language; Evaluation Methods; Student Attitudes; Theories; Discourse Analysis; Educational Research; Reader Text Relationship + Suchen Sie Ihr Suchwort? Semantik; Geschriebene Sprache; Schülerverhalten; Theory; Theorie; Diskursanalyse; Bildungsforschung; Pädagogische Forschung
Abstract	This study explores the ways in which academic writers employ expressions of attitude in the construction of evaluative stance in the introductory sections of research papers. The study draws on the theoretical base of Systemic Functional Linguistics (SFL) (Halliday, 1994, Halliday & Matthiessen, 2004), and in particular on Appraisal theory as a modelling of interpersonal meaning at the level of discourse semantics (Martin 1992, 2000, Martin & Rose, 2003, Martin & White, forthcoming). Attitude is explored from two perspectives: how it is expressed in the discourse, and what it is employed to evaluate. In addressing the second issue, the focus is on the general field (subject matter being constructed in the text) rather than on specific entities. The study is also concerned therefore with how different fields are identified in the texts, and how they relate one to another. The research contributes some significant dimensions to the modelling of attitudinal meanings in the register. Firstly analyses reveal that the register of academic research writing is characteristically constructive of two fields, the knowledge domain being investigated and the research activity conducted in relation to that domain; that these fields are in a relationship of projection one to the other; and that each field is evaluated in quite different ways. The findings contribute at a theoretical level to explaining the apparent contradiction between the dual demands of persuasion and "objectivity" in the register, and at a practical level by providing a new dimension to frameworks for deconstructing and negotiating evaluative stance with novice academic research writers. (As Provided).
Anmerkungen	Applied Linguistics Association of Australia. Available from: Monash University ePress. Building 4, Monash University, Wellington Road, Clayton 3800, Victoria, Australia. Fax: +61-3-9905 8450; e-mail: epress@lib.monash.edu.au; Web site: http://publications.epress.monash.edu/loi/aral
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10