Emergence of evaluative stance
Tracing primary school children’s language development in story writing
DOI:
https://doi.org/10.1558/japl.v6i1.23Keywords:
systemic functional linguistics, story genres, interpersonal meanings, evaluative stance, genre-based pedagogy, corpus analysisAbstract
The goal of this corpus study is to trace developmental language patterns of (L1 and L2) primary school children’s stories from Primary three to Primary five. The study focuses on genre-specific, interpersonal language resources chosen by the students to construe an evaluative stance. The L2 student texts are the first results of an ongoing genre-based pedagogic project involving explicit teaching of genre. The L1 student texts represent a control group whose pedagogic background is unknown to the researcher. The study applies analysis of story phases (Rose 2006; Martin and Rose 2008) and the annotation software UAM CORPUS TOOL, based on a systemic functional linguistic framework (Halliday and Matthiessen 2004; O’Donnell 2008). The analysis implies that the students seem to develop resources to construe stories that involve some distinct linguistic choices essential to fulfil the socio-cultural purpose of the story genre.
References
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Foley, J. and Lee, C. (2004) A framework for tracing the development of children’s writing in primary schools. In J. Foley (ed.) Language, Education and Discourse. Functional Approaches, 97-119. London:Continuum.
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Halliday, M. A. K. and Matthiessen C. M. (2004) An Introduction to Functional Grammar. London: Arnold.
Halliday, M. A. K. (1994) An Introduction to Functional Grammar. London: Arnold.
Hedeboe, B. (2008) On the ‘internal dialogue’ between an examination task and preuniversity students’ responses. In McCabe, A., M. O’Donnell and R. Whittaker (eds) Advances in Language and Education, 201–217. London: Continuum.
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Johansson, B and Sandell Ring, A. (2010) Låt språket bära. Genrepedagogik i praktiken. Stockholm: Hallgren & Fallgren.
Johns, A. (ed.) (2001) Genre in the Classroom. Multiple Perspectives. London: Lawrence Erlbaum.
Labov, W. (1972) The Transformation of Experience in Narrative Syntax. Language in the Inner City. Philadelphia, PA: Pennsylvania University Press.
Martin, J. R. and Rose, D. (2008) Genre Relations. Mapping Culture. London: Equinox
Macken-Horarik, M. (2001) ‘Something to shoot for’: A systemic functional approach to teaching genre in secondary school science. In A. Johns (ed.) Genre in the Classroom. Multiple Perspectives, 17–43. London: Lawrence Erlbaum.
O’Donnell, M. (2007) UAM Corpus Tool. Version 1.2 User Manual. http://www.wagsoft. com/CorpusTool/index.html (accessed 1 July2008)
Painter, C. (2001) Understanding genre and register: Implications for language. In A. Burns, and C. Coffin (eds) Analysing English in a Global Context. A Reader, 167–181. London: Routledge.
Polias J (2006) Towards a pedagogical grammar. In R. Whittaker, M. O’Donnell and A. McCabe (eds) Language and Literacy: Functional Approaches, 123–143. London: Continuum.
Rose, D. (2006) Reading genre: A new wave of analysis. Linguistics and the Human Sciences 2 (2): 185–204.
Rose, D. (2008) Writing as linguistic mastery: the development of genre-based literacy pedagogy. In R. Beard, D. Myhill, J. Riley and M. Nystrand (eds) Handbook of Writing Development, 151–166. London: Sage.
Rothery, J. (1990) ‘Story’ Writing in Primary School: Assessing Narrative Type Genres. Unpublished Ph.D dissertation. University of Sydney. Sydney.
Rothery, J. and Stenglin, M. (1997) Entertaining and instructing: Exploring experience through narrative. In F. Christie and J. R. Martin (eds) Genres and Institutions: Social Processes in the Workplace and School, 231–265. London: Pinter.
Skolverket (2009) http://www3.skolverket.se/ki/eng/comp.pdf (accessed 23 February 2009.
Viberg, Å. (2001) Age-related and L2-related features in bilingual narrative development in Sweden. In L. Verhoeven (ed.) Narrative Development in a Multilingual Context, 134– 192. Philadelphia, PA: John Benjamins Publishing Company
Christie, F. and Derewianka, B. (2008) School Discourse. London: Continuum.
Foley, J. and Lee, C. (2004) A framework for tracing the development of children’s writing in primary schools. In J. Foley (ed.) Language, Education and Discourse. Functional Approaches, 97-119. London:Continuum.
Folkeryd, J. W.(2006) Writing with an Attitude. Appraisal and Student Texts in the School Subject of Swedish. Uppsala: Uppsala University.
Freedman, A. and Medway, P. (eds) (1994) Genre and the New Rhetoric. London: Taylor & Francis.
Halliday, M. A. K. and Matthiessen C. M. (2004) An Introduction to Functional Grammar. London: Arnold.
Halliday, M. A. K. (1994) An Introduction to Functional Grammar. London: Arnold.
Hedeboe, B. (2008) On the ‘internal dialogue’ between an examination task and preuniversity students’ responses. In McCabe, A., M. O’Donnell and R. Whittaker (eds) Advances in Language and Education, 201–217. London: Continuum.
Hedeboe, B and Polias, J.(2008) Genrebyrån. Stockholm: Hallgren & Fallgren.
Johansson, B and Sandell Ring, A. (2010) Låt språket bära. Genrepedagogik i praktiken. Stockholm: Hallgren & Fallgren.
Johns, A. (ed.) (2001) Genre in the Classroom. Multiple Perspectives. London: Lawrence Erlbaum.
Labov, W. (1972) The Transformation of Experience in Narrative Syntax. Language in the Inner City. Philadelphia, PA: Pennsylvania University Press.
Martin, J. R. and Rose, D. (2008) Genre Relations. Mapping Culture. London: Equinox
Macken-Horarik, M. (2001) ‘Something to shoot for’: A systemic functional approach to teaching genre in secondary school science. In A. Johns (ed.) Genre in the Classroom. Multiple Perspectives, 17–43. London: Lawrence Erlbaum.
O’Donnell, M. (2007) UAM Corpus Tool. Version 1.2 User Manual. http://www.wagsoft. com/CorpusTool/index.html (accessed 1 July2008)
Painter, C. (2001) Understanding genre and register: Implications for language. In A. Burns, and C. Coffin (eds) Analysing English in a Global Context. A Reader, 167–181. London: Routledge.
Polias J (2006) Towards a pedagogical grammar. In R. Whittaker, M. O’Donnell and A. McCabe (eds) Language and Literacy: Functional Approaches, 123–143. London: Continuum.
Rose, D. (2006) Reading genre: A new wave of analysis. Linguistics and the Human Sciences 2 (2): 185–204.
Rose, D. (2008) Writing as linguistic mastery: the development of genre-based literacy pedagogy. In R. Beard, D. Myhill, J. Riley and M. Nystrand (eds) Handbook of Writing Development, 151–166. London: Sage.
Rothery, J. (1990) ‘Story’ Writing in Primary School: Assessing Narrative Type Genres. Unpublished Ph.D dissertation. University of Sydney. Sydney.
Rothery, J. and Stenglin, M. (1997) Entertaining and instructing: Exploring experience through narrative. In F. Christie and J. R. Martin (eds) Genres and Institutions: Social Processes in the Workplace and School, 231–265. London: Pinter.
Skolverket (2009) http://www3.skolverket.se/ki/eng/comp.pdf (accessed 23 February 2009.
Viberg, Å. (2001) Age-related and L2-related features in bilingual narrative development in Sweden. In L. Verhoeven (ed.) Narrative Development in a Multilingual Context, 134– 192. Philadelphia, PA: John Benjamins Publishing Company
Published
2015-09-14
Issue
Section
Articles
License
Equinox Publishing Ltd.
How to Cite
Hedeboe, B. (2015). Emergence of evaluative stance: Tracing primary school children’s language development in story writing. Journal of Applied Linguistics and Professional Practice, 6(1), 23-44. https://doi.org/10.1558/japl.v6i1.23
