Valued voices: Students’ use of Engagement in argumentative history writing

Miller, Ryan T.; Mitchell, Thomas D.; Pessoa, Silvia

doi:10.1016/j.linged.2014.10.002

Cited by 63 publications

(23 citation statements)

References 25 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Zhao (2013), for instance, quantitatively shows that the appropriateness of authorial voice a student writer projects into a text has a positive relation with the rating of its quality. Moreover, Nesi andGardner (2012), Miller, Mitchell, andPessoa (2014) and Llinares and Dalton-Puffer (2015) have further demonstrated that students also find it an additional challenge to express an appropriate and relevant stance in line with the discursive conventions of different genres and task types they encounter in disciplinary courses.…”

Section: Stance In Academic Writingmentioning

confidence: 99%

Does EAP affect written L2 academic stance? A longitudinal learner corpus study

Crosthwaite

Jiang

2017

System

View full text Add to dashboard Cite

This study explores the longitudinal development of L2 academic 'stance' features resulting from instruction in English for Academic Purposes (EAP) at a university in Hong Kong. We analysed the frequency and wordings of hedges, boosters, attitude markers and self-mention within a 205,682 word longitudinal corpus of essays and reports collected over a semester's instruction via pre-, mid-and post-instruction submissions, alongside data on submission grade. Data was analysed for frequency and wording differences alongside mixed-effect models to confirm the impact of instruction on the data. Results show significant longitudinal variation in the frequency of hedging, boosting, marking attitude and self-mention devices as the result of instruction, with a rise in the use of hedging and an overall reduction in the use of boosting and self-mention, serving to leave students with a more careful, narrower, less polarising and less personal range of expressions with which to convey their stance over time. We also present longitudinal genrespecific effects on stance features between essays and reports, and show how a longitudinal increase in hedges and boosters results in texts that receive a higher grade from teacher-raters. Our findings recommend explicit instruction of stance features as crucial in raising students' awareness of how to achieve persuasive academic writing.

show abstract

Section: Stance In Academic Writingmentioning

confidence: 99%

Does EAP affect written L2 academic stance? A longitudinal learner corpus study

Crosthwaite

Jiang

2017

System

View full text Add to dashboard Cite

show abstract

“…Their findings shed light on a repertoire of linguistic resources for novice undergraduates to control key genres. However, like many other studies applying APPRAISAL in academic writing context (Lancaster, 2014;Miller, Mitchell & Pessoa, 2014;Wu, 2007), the focus of the study is on student writing, rather than on RAs (Chang & Schleppegrell, 2011;Zhang & Cheung, 2017). And many of the studies favor the ENGAGEMENT framework, rather than ATTITUDE and GRADUATION (except for Cheung & Low, 2017, Hood, 2004Lee, 2015).…”

Section: Introductionmentioning

confidence: 99%

The construction of authorial voice in writing research articles: A corpus-based study from an APPRAISAL theory perspective

Zhang¹,

Cheung²

2018

ijes

View full text Add to dashboard Cite

This study explores voice from an APPRAISAL theory perspective. It aims to investigate how published research writers deploy ATTITUDE and GRADUATION resources to review existing literature in the field. The study is based on a corpus of literature reviews (LRs) from 204 research articles (RAs) in computer networks and communications (CNC) and second language writing (SLW). Findings show that 1) writers demonstrate a strong preference to express their attitude through APPRECIATION rather than AFFECT and JUDGEMENT resources; 2) more FORCE than FOCUS resources are used to upgrade attitudinal meanings realized through ATTITUDE resources or to evoke APPRECIATION; and 3) one-way ANOVA and post hoc tests have detected significant differences in the use of AFFECT and JUDGEMENT resources and in two sub-categories of FORCE and FOCUS resources. The study contributes to new knowledge by relating ATTITUDE and GRADUATION resources to the construction of voice in the disciplines of CNC and SLW.

show abstract

“…The classroom used a mandatory textbook; however, the textbook did not cover all necessary aspects of the course, as it did not provide sufficient content in composition. Indeed, valued writing regards writing as a meaning making process, where writers are expected to use appropriate linguistic resources, including grammar and vocabulary, to construct meanings beyond structural accuracy (Miller, Mitchell, & Pessoa, 2014). The meaning making occurs in valued writing at the levels of: (a) ideational meaning, which is the literal meanings as well the logical relationships that underlie a text; (b) interpersonal meaning, or the stances exuded by the text author or other participants, such as an external voice different from the text author; and, (c) textual meaning, indicating the meaning of coherence in organizing the two aforementioned meanings (Martin & White, 2005).…”

Section: Research Contextmentioning

confidence: 99%

Revisiting Textbook Adaption Through Open Educational Resources: An Inquiry into Students’ Emotions

Zhang

2020

IRRODL

View full text Add to dashboard Cite

This qualitative study explored the emotional trajectories students experienced when faced with open educational resources (OER) that expanded the learning available from a required textbook. Data included students’ reflections, group discussions, and interviews, along with field notes which were collected in a classroom at a Chinese university in one semester. The study showed that students’ initial positive emotions arose from their understanding of their own learning needs. Their positive emotions toward the conjugated use of OER and a textbook fluctuated over the semester but were gradually enhanced through their involvement in classroom practices (e.g., knowledge building and teacher mediation). Through the process, students’ positive and negative emotions respectively facilitated and hampered their learning practices; however, negative emotions were not always detrimental—they also facilitated students’ learning. Students’ emotions gradually stabilized in the direction of being positive, especially in tandem with (a) achievement of sufficient knowledge gained through OER-based textbook use and teacher-mediated learning, and (b) their augmented confidence in proficiently using the new knowledge to navigate their practices.

show abstract

Valued voices: Students’ use of Engagement in argumentative history writing

Cited by 63 publications

References 25 publications

Does EAP affect written L2 academic stance? A longitudinal learner corpus study

Does EAP affect written L2 academic stance? A longitudinal learner corpus study

The construction of authorial voice in writing research articles: A corpus-based study from an APPRAISAL theory perspective

Revisiting Textbook Adaption Through Open Educational Resources: An Inquiry into Students’ Emotions

Contact Info

Product

Resources

About