The persuasive power of prosodies: Radiating values in academic writing

Hood, Susan

doi:10.1016/j.jeap.2005.11.001

Cited by 82 publications

(52 citation statements)

References 9 publications

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“…This posed a difficult challenge for second language writers and currently there is only a few limited studies in the literature explored the issue (Lee, 2008;Liao, 2011). Most investigations of interpersonal meaning in writing is still confined to academic discourse (Coffin & Mayor, 2004;Gotti, 2009;Hood, 2004Hood, , 2006Hood, , 2009Hood, , 2010Hyland, 2004a;Thompson, 2001; Thompson & Ye, 1991;Ventola & Mauranen, 1996). Myers (1989) pointed out that the primary function of writing is interactivity; apart from expressing ideational function that reflects the real world, it also constructs interactive discourse that negotiates and establishes social relations, in doing so making an alliance with readers.…”

Section: Introductionmentioning

confidence: 99%

Appraisal Resources in Chinese College Students' English Argumentative Writing

Yu¹

2016

JLTR

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Abstract-Appraisal system is the new development of Halliday's interpersonal function, which is a very important parameter in argumentative writing since its purpose is to influence and convince readers. Directed by appraisal system, with UAM corpus tool for annotation and statistics, this paper carried out a comparative empirical research in interpersonal meaning on Chinese and American students' 64 English argumentative essays. The study found that the overall use of appraisal resources in Chinese English majors' essays fell far behind American college students, with the only exception of affect resources. In the attitude subsystem, it shows that Chinese college students have a poor vocabulary, colloquial expressions, subjective logic and other problems; in the engagement, students from the two countries have an abundant use, which may be relevant to argumentative writing itself; although graduation resources are the nucleus of appraisal system, they are least used by the two group of students, probably caused by the reason that graduation meaning are often covert in the text. The study contributes to revealing a comprehensive difference of appraisal resources between Chinese and American college students' argumentative writing, and the teaching of writing in such genre will also be benefited.

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Section: Introductionmentioning

confidence: 99%

Appraisal Resources in Chinese College Students' English Argumentative Writing

Yu¹

2016

JLTR

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“…APPRAISAL is an extension of the interpersonal dimension, and has been widely adopted to analyse evaluation in (mainly) written texts (e.g., Bednarek, 2008;Carretero and Taboada, 2014;Don, 2007;Fuoli, 2012;Fuoli and Hommerberg, 2015;Fuoli and Paradis, 2014;Hommerberg and Don, 2015;Hood, 2006;Hood and Martin, 2007;Kaltenbacher, 2006;Lipovsky, 2008Lipovsky, , 2011Lipovsky, , 2013Mackay and Parkinson, 2009;O'Donnell, 2014;Pounds, 2010Pounds, , 2011Ryshina-Pankova, 2014;Santamaría-García, 2014;Taboada and Carretero, 2012;Taboada et al, 2014;and White, 1998). The category of APPRAISAL with which this study is concerned is ENGAGEMENT and its division of evaluative expressions into markers of dialogic EXPANSION and CONTRACTION on the basis of their intersubjective functionality.…”

Section: The Classification Of Engagement In Appraisalmentioning

confidence: 99%

A study of dialogic expansion and contraction in spoken discourse using corpus and experimental techniques

Pöldvere¹,

Fuoli²,

Paradis³

2016

Corpora

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This study examines the dialogic functions of expansion and contraction of first-person epistemic and evidential Complement-Taking Predicate (CTP) constructions, such as I think complement, I suppose complement and I know complement, in spoken discourse. It combines corpus and experimental methods (i) to investigate whether CTP constructions are used to open up the dialogic space for new ideas or counterarguments, or to fend off alternative views, and (ii) to identify what contextual factors play a role in determining the dialogic force of the constructions. First, an exploratory analysis of CTP constructions in the London–Lund Corpus (LLC) of spoken British English is carried out with the aim to identify important contextual factors and generate hypotheses about their dialogic effects. Then, a laboratory experiment is conducted to test the impact of the three most prominent factors for speakers' interpretations of utterances containing CTPs. The results indicate that CTP constructions do not only serve to expand the dialogic context in which they occur, but also to restrict alternative views. Interlocutor status, the co-occurrence of other stance markers and prosodic marking of first-person CTP are shown to have a significant effect on the dialogic function of the expressions. These findings call into question some claims in appraisal theory about the role of CTP constructions in discourse, and highlight the need for a flexible approach to the analysis of these poly-functional stance expressions.

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“…El sistema de opciones presentado como valoración se puede observar en la figura 1. Hood (2006) argumenta que en la práctica del lenguaje los subsistemas que conforman valoración rara vez operan de manera aislada. Ella utiliza el término prosodia para el funcionamiento Figura 1.…”

Section: Marco Teóricounclassified

Estudio contrastivo del género discursivo del ensayo argumentativo: español-inglés

Moore

Mayer

2016

Colomb. Appl. Linguist. J

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The persuasive power of prosodies: Radiating values in academic writing

Cited by 82 publications

References 9 publications

Appraisal Resources in Chinese College Students' English Argumentative Writing

Appraisal Resources in Chinese College Students' English Argumentative Writing

A study of dialogic expansion and contraction in spoken discourse using corpus and experimental techniques

Estudio contrastivo del género discursivo del ensayo argumentativo: español-inglés

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