The use of engagement resources in high- and low-rated undergraduate geography essays

Evaluative language in discussion sections of doctoral theses: Similarities and differences between L1 Chinese and L1 English writers

“…The L1 Chinese writers' preference for Pronounce indicates that, compared with their counterparts, they seemed to be more inclined to directly intervene in the text by presenting themselves as responsible for the new proposition being advanced. It is worth noting that Wu (2007), who compared higher and lower rated essays, also found a difference regarding Pronounce, with a preference for it being a characteristic of the lower-rated set.…”

“…Similar findings are reported by Brooke (2014) who notes that higher rated undergraduate EFL writers create argumentation by using more interpersonal resources for attribution and authorial endorsement or disendorsement. Wu (2007), who compared the deployment of Engagement resources in high and low rated essays by Singapore undergraduates, found a greater prevalence of expansive engagement in high rated essays and a greater prevalence of contractive options in low rated essays. Particularly, writers of lower rated essays seemed to rely on Proclaim-Pronounce (a category which explicitly marks the author's commitment to a proposition) and made less use of the categories of Disclaim: Counter/Deny (two categories which present the authorial voice as rejecting a contrary proposition).…”

La expresión lingüística de la Actitud en la estructura argumentativa del discurso académico

“…La exploración de las propiedades valorativas-argumentativas reveladas por este estudio partió de un corpus que, en la dimensión exclusivamente valorativa, coincide con las propiedades de corpus académicos analizados en estudios previos de diversos investigadores. En función de ello, podemos afirmar que la observación argumentativa de dichos corpus podría enriquecer lo que actualmente conocemos sobre la influencia retórica de la valoración entendida en los términos de Martin y White (2005), principalmente en virtud del creciente interés que diferentes investigaciones ponen en relieve sobre los aspectos interpersonales de la redacción académica como uno de los aspectos más complejos y determinantes en procesos de alfabetización académica en español y otras lenguas (Hyland, 2005;Lee, 2008Lee, , 2014Lee y Deakin, 2016;Miller y Pessoa, 2016;Valerdi, 2013Valerdi, , 2016Wu, 2006Wu, , 2007. Tales investigaciones hacen énfasis en la importancia de considerar las diferencias entre las dinámicas valorativas en textos académicos de diferentes lenguas y su efecto en procesos de enseñanza de escritura académica en lenguas extranjeras.…”

Evaluative choices and rhetorical impact:American learners ofPersian as a foreign language writing to appraise

“…Shaw and Liu ; Colombi ; Hyland and Polly ; Byrnes ) while some studies have explored the effect of instruction on learning to encode evaluative meaning in a second language (Abbuhl ; Wishnoff ). Previous research has also investigated evaluation in high‐ and low‐rated essays written by L2 undergraduate students (Intaraprawat and Steffensen ; Mei and Allison ; Siew Mei ; Lee ).…”