Evaluative choices and rhetorical impact:<scp>A</scp>merican learners of<scp>P</scp>ersian as a foreign language writing to appraise

Abasi, Ali R.

doi:10.1111/ijal.12024

Int J App Linguistics

2013

DOI: 10.1111/ijal.12024

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

Ali R. Abasi

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2018

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Theory of Mind development and narrative writing: A longitudinal study

Svensson¹

2018

AJAL

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The purpose of this paper is to study the development of Theory of Mind capacities in one individualÂ´s narrative writing from year 1 in elementary school through high school and onwards. To this end this longitudinal study focuses on evaluative expressions while drawing on the Appraisal theoretical frame work, developed by Martin (2000) and Martin and White (2005). Both quantitative and qualitative methods are applied. The findings illustrate clear developmental trends in the evaluative choices regarding Appraisal categories, as well as the amount and types of evaluations, and the linguistic realizations of the evaluations in the texts. The findings also display how the individualÂ´s Theory of Mind capacities are inextricably linked to the level of advancement in linguistic repertoire and an increased complexity and sophistication in the organization of narrative structure. The paper concludes with a discussion of some pedagogical implications of the study.

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Theory of Mind development and narrative writing: A longitudinal study

Svensson¹

2018

AJAL

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

Cited by 1 publication

References 41 publications

Theory of Mind development and narrative writing: A longitudinal study

Theory of Mind development and narrative writing: A longitudinal study

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