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Article In: SFL Appliability, Visibility and Accessibility
Edited by Claudia E. Stoian, Jorge Arús-Hita and Christian M.I.M. Matthiessen
[Language, Context and Text 7:2] 2025
► pp. 356–385

Teachers’ appraisal of pupils’ proposals during joint rewriting

Direction, force and depth as dimensions of appliability

ORCiD logo with link | Polytechnic University of Leiria, Portugal | Centre for General and Applied Linguistics Studies, Portugal
ORCiD logo with link | Centre for General and Applied Linguistics Studies, Portugal
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Abstract
This paper analyses the presence of appraisal in teachers’ discourse during interaction with pupils in a joint rewriting activity. This activity is part of the SFL-based genre pedagogy programme Reading to Learn (Rose, David & J. R. Martin. 2012. Learning to write, reading to learn: Genre, knowledge and pedagogy in the Sydney School. Sheffield & Bristol: Equinox.Google Scholar logo with link to Google Scholar). The study is based on the appliability of SFL, specifically appraisal theory (Martin, J. R. & Peter R. R. White. 2005. The language of evaluation: Appraisal in English. London: Palgrave Macmillan. Google Scholar logo with link to Google Scholar), as a tool for constructing pedagogical action aimed at the appropriation of linguistic resources. The analysis focuses on the manifestations of appreciation, graduation, and engagement from appraisal theory, as well as the dimension of justification, added to the appraisal framework. The results show the presence and relevance of appraisal theory as “capable of and designed for being applied” (Halliday, M. A. K. & Anne Burns. 2006. Applied linguistics: Thematic pursuits or disciplinary moorings? A conversation between Michael Halliday and Anne Burns. Journal of Applied Linguistics and Professional Practice 3(1). 113–128.Google Scholar logo with link to Google Scholar: 124) in pedagogical action.
Article outline
  • 1.Introduction
  • 2.Conceptual and pedagogical framework
    • 2.1Appraisal and pedagogical action
    • 2.2Joint rewriting: Proposals, decisions, and the appliability of appraisal
  • 3.Methodology
    • 3.1Joint Rewriting tasks implemented
    • 3.2Participants
    • 3.3Data collection
    • 3.4Analysis
  • 4.Results
    • 4.1Appreciation: Orientation of evaluation
    • 4.2Engagement and graduation: Force of evaluation
    • 4.3Justification: Depth of evaluation
    • 4.4Pupils’ involvement in the evaluation and decision-making
  • 5.Concluding discussion
  • References
References (32)
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