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Using Appraisal Theory to Track Interpersonal Development in Adolescent Academic Writing

Chapter


Abstract


  • construct a coherent text that is ideationally sound. In this chapter we will explore instead how the student uses language to do the interpersonal work of managing social relationships and establishing an authorial identity in the written mode. Adolescence is a time when learners are coming to grips with the subtleties of expressing feelings and opinions, of moderating their views, and of seeing beyond themselves to countenance other perspec- tives. Appraisal Theory provides us with the tools to probe how students respond to these interpersonal demands in increasingly mature ways. In this chapter, we will look at four texts indicative of different stages of development in studentsÿ academic writing. The first three are from the early, middle and later years of secondary school. A fourth text, from the first year of tertiary education, has been included to provide an indication of where students still need to develop interpersonally when writing for an academic audience. All texts are from the subject History to ensure a consistency in terms of field. And within History, a particular area of study ÿ Nazi Germany ÿ has been focused on. This was chosen as it is a topic that generally provokes strong feelings, providing fertile ground for the observation of studentsÿ attempts to use interpersonal linguistic resources. The chapter proceeds in three stages: a reminder of the main systems of APPRAISAL, an outline of each text accompanied by an analysis of key APPRAISAL features, and a commentary on the studentsÿ attempts to meet the increasing interpersonal challenges of academic writing.

Publication Date


  • 2007

Citation


  • Derewianka, B. M. (2007). Using Appraisal Theory to Track Interpersonal Development in Adolescent Academic Writing. In A. McCabe, M. O''Donnell & R. Whittaker (Eds.), Advances in Language and Education (pp. 142-165). London: Continuum.

International Standard Book Number (isbn) 10


  • 0826489605

Book Title


  • Advances in Language and Education

Start Page


  • 142

End Page


  • 165

Place Of Publication


  • London

Abstract


  • construct a coherent text that is ideationally sound. In this chapter we will explore instead how the student uses language to do the interpersonal work of managing social relationships and establishing an authorial identity in the written mode. Adolescence is a time when learners are coming to grips with the subtleties of expressing feelings and opinions, of moderating their views, and of seeing beyond themselves to countenance other perspec- tives. Appraisal Theory provides us with the tools to probe how students respond to these interpersonal demands in increasingly mature ways. In this chapter, we will look at four texts indicative of different stages of development in studentsÿ academic writing. The first three are from the early, middle and later years of secondary school. A fourth text, from the first year of tertiary education, has been included to provide an indication of where students still need to develop interpersonally when writing for an academic audience. All texts are from the subject History to ensure a consistency in terms of field. And within History, a particular area of study ÿ Nazi Germany ÿ has been focused on. This was chosen as it is a topic that generally provokes strong feelings, providing fertile ground for the observation of studentsÿ attempts to use interpersonal linguistic resources. The chapter proceeds in three stages: a reminder of the main systems of APPRAISAL, an outline of each text accompanied by an analysis of key APPRAISAL features, and a commentary on the studentsÿ attempts to meet the increasing interpersonal challenges of academic writing.

Publication Date


  • 2007

Citation


  • Derewianka, B. M. (2007). Using Appraisal Theory to Track Interpersonal Development in Adolescent Academic Writing. In A. McCabe, M. O''Donnell & R. Whittaker (Eds.), Advances in Language and Education (pp. 142-165). London: Continuum.

International Standard Book Number (isbn) 10


  • 0826489605

Book Title


  • Advances in Language and Education

Start Page


  • 142

End Page


  • 165

Place Of Publication


  • London