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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 13 of 13 1 Reverse engineering language test constructs for Messick’s value implications: a sociolinguistic approach Motteram, Johanna Mary. - 2018 BASE Show details 2 Style, structure and ideology in English and Vietnamese business hard news reporting : a comparative study. Vo, Duc Duy. - 2011 BASE Show details 3 A longitudinal study of developments in the academic writing of Thai university students in the context of a genre based pedagogy. Srinon, Udom. - 2011 BASE Show details 4 Managing the subjective: exploring dialogistic positioning in undergraduate essays. Cominos, Nayia. - 2011 Abstract: One of the challenges that novice writers in the academic register face is how to manage subjectivity in academic discourse, and in particular, dialogic positioning in relation to expert sources and the putative addressees. While there is a growing body of research on this aspect of academic literacy from a Systemic Functional Linguistic (SFL) perspective, the focus has been on professional academic writing and Non-Native Speaker of English (NNSE) undergraduate and postgraduate texts. This study is a qualitative analysis of dialogic positioning in a NSE undergraduate student’s three summative essay tasks, from the first to fourth semesters in the Discipline of Linguistics. For the analysis, an adapted SFL Discourse Semantics layered methodology was used, incorporating elements of Genre Theory and Appraisal Theory. The task directives were analysed using Genre Theory to establish the communicative purpose of the task and the potential responses it could elicit. The student’s text was divided into propositions, and the typology and distribution of the dialogic formulations they contained were analysed, using the Engagement framework from Appraisal Theory. The formulations were classified in terms of rhetorical function in the staging and argumentation of the texts. Several salient points emerged from the analysis. The communicative purpose analysis showed that semantic tensions and ambiguity in the formulation of task directives could result in more than one appropriate generic response. This was displayed in the student’s choice of a legitimate Exposition macro-genre response to each of the tasks, even when there was a task directive to discuss. The student’s understanding of the task requirements determined the type and degree of dialogistic positioning in the text, so those stages, such as the Introduction and Conclusion, which served a factual function, or asserted key propositions, were expressed predominantly through monoglossic Assertion and Presupposition, whereas those stages or sections of stages, which involved analysis or theorisation showed a higher degree of heteroglossia. The student used a range of dialogically contractive and expansive formulations, adapting their frequency and distribution from one text to another. The classification of the formulations when they were considered in terms of their rhetorical function rather than a given semantic value and the implications for our theoretical understanding of the academic genres, are discussed. ; Thesis (Ph.D.) -- University of Adelaide, School of Humanities, 2011 Keyword: dialogistic positioning; engagement; appraisal; discourse semantics; SFL; genre; undergraduate; linguistics URL: http://hdl.handle.net/2440/78605 BASE Hide details 5 New-arrival-ness as a social construct: a qualitative case study. Teramoto, Hiromi. - 2010 BASE Show details 6 Students’ preparation for IELTS: development of written and oral argumentative texts. Moghaddam, Sharif. - 2010 BASE Show details 7 Media power and the rhetorical potential of the "hard news" report - attitudinal mechanisms in journalistic discourse White, Peter Robert Rupert In: Vaasan yliopisto / Käännösteorian, ammattikielten ja monikielisyyden tutkijaryhmä. VAKKI symposium. - Vasa 29 (2009), 30-49 BLLDB Show details 8 Presupposition and 'taking-for-granted' in mass communicated political argument : an illustration from British, Flemish and Swedish political colloquy Simon-Vandenbergen, Anne M.; White, Peter Robert Rupert; Aijmer, Karin In: Political discourse in the media. - Amsterdam [u.a.] : Benjamins (2007), 31-74 BLLDB Show details 9 The language of evaluation : appraisal in English Martin, J. R.; White, Peter Robert Rupert. - Houndmills [u.a.] : Palgrave Macmillan, 2005 BLLDB UB Frankfurt Linguistik Show details 10 Negotiating heteroglossia : social perspectives on evaluation Macken-Horarik, Mary (Hrsg.); Martin, J. R. (Hrsg.); Painter, Clare (Mitarb.)... In: Text. - Berlin [u.a.] : Mouton de Gruyter 23 (2003) 2, 165-319 BLLDB Show details 11 Re/reading the past : critical and functional perspectives on time and value Martin, J. R. (Hrsg.); Anthonissen, Christine (Mitarb.); Wodak, Ruth (Hrsg.). - Amsterdam [u.a.] : Benjamins, 2003 BLLDB UB Frankfurt Linguistik Show details 12 Media objectivity and the rhetoric of news story structure White, Peter Robert Rupert In: Discourse and community. - Tübingen : Narr (2000), 379-397 BLLDB Show details 13 The Appraisal Website https://www.grammatics.com/appraisal/ Topic: Grammar research; Media linguistics; Text linguistics Source type: Introductions / Tutorials Access: free access Show details

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