Engagement and graduation resources as markers of translator/interpreter positioning

This article examines the application of appraisal theory (Martin and White 2005) to the analysis of translation. It develops the findings in Munday (2012), which focused on attitudinal meanings, and explores the potential for the use of engagement resources and graduation as a means of determining translator/interpreter positioning. Using a range of examples from texts of international organizations, it discusses the translation of reporting verbs and intensification as a signal of the translator’s/interpreter’s degree of ‘investment’ in a proposition and control over the text receiver’s response. This is framed within the concept of ‘discourse space theory’ (Chilton 2004) to provide a reference for future work in this field.