An exploration of strategies to convey evaluation in the "NoteBook" texts
This thesis presents an analytical study of the expression of evaluation in a highly opinionated type of discourse. This exploration, chiefly motivated by a concern with pedagogical issues, sought to identify and describe some of the strategies used by writers to convey explicit and implicit interpersonal meanings in order to help non-native learners read more critically. In particular, the study attempted to account for some resources of indirect evaluation which have been little described so far. The analysis is on the one hand based on some aspects of the Appraisal Theory, especially on White's (2004, 2005/6) notions of naturalisation and unarguability, and on the other on evaluation conveyed through attributed material. It is argued that such resources indirectly position readers in a stance similar to the writer's own, which places him/her in control of the material and thus, ultimately, of the readers' views. The study concluded that none of the individual strategies was significantly powerful by itself, but that they all interact and reinforce each other's meanings, adding to the cumulative attitudinal effect of the text. It is suggested that the strategies identified in this particular type of text
Jullian, Paula M.
PE English ; P Philology. Linguistics
An exploration of strategies to convey evaluation in the "NoteBook" texts. This thesis presents an analytical study of the expression of evaluation in a highly opinionated type of discourse. This exploration, chiefly motivated by a concern with pedagogical issues, sought to identify and describe some of the strategies used by writers to convey explicit and implicit interpersonal meanings in order to help non-native learners read more critically. In particular, the study attempted to account for some resources of indirect evaluation which have been little described so far. The analysis is on the one hand based on some aspects of the Appraisal Theory, especially on White's (2004, 2005/6) notions of naturalisation and unarguability, and on the other on evaluation conveyed through attributed material. It is argued that such resources indirectly position readers in a stance similar to the writer's own, which places him/her in control of the material and thus, ultimately, of the readers' views. The study concluded that none of the individual strategies was significantly powerful by itself, but that they all interact and reinforce each other's meanings, adding to the cumulative attitudinal effect of the text. It is suggested that the strategies identified in this particular type of text
exploration strategy convey evaluation text present analytical_study expression evaluation highly type discourse exploration chiefly motivate concern pedagogical issue seek identify describe strategy_use writer convey explicit_implicit interpersonal meaning order_help non_native learner read critically particular study_attempt account resource indirect evaluation little describe far analysis one_hand base aspect appraisal_theory especially white notion naturalisation evaluation convey attribute material argued resource indirectly position reader stance similar writer place him her control material thus ultimately reader view study_conclude none individual strategy significantly powerful interact reinforce meaning add cumulative attitudinal effect text suggest strategy identify particular_type text