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Youth justice conferencing is one of a number of programs which have been introduced into western legal systems in recent years, typically under the banner of a ‘restorative justice’ reform movement. These conferences bring young people (who have admitted their guilt), victims and other parties into a face-to-face meeting in which the impact of the...
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... culminative interpretation to personal recounts' prosodic evaluation. Commissiomed recounts are networked along these lines in Fig. 3 below. Alternatively we can approach their familial relationship topologically, setting up two vectors -one a cline with culminative evaluation at one end and prosodic evaluation at the other (the vertical axis in Fig. 4), and the other a cline with inscribed interpretation at one end and prescribed interpretation at the other (the horizontal axis in Fig. 4). By inscribed interpretation we mean evaluation encoded by the speaker or writer of the story; by prescribed evaluation we mean evaluation that comes from a listener or reader -for example the ...
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... Alternatively we can approach their familial relationship topologically, setting up two vectors -one a cline with culminative evaluation at one end and prosodic evaluation at the other (the vertical axis in Fig. 4), and the other a cline with inscribed interpretation at one end and prescribed interpretation at the other (the horizontal axis in Fig. 4). By inscribed interpretation we mean evaluation encoded by the speaker or writer of the story; by prescribed evaluation we mean evaluation that comes from a listener or reader -for example the convener and liaison officers with commissioned recounts and the critic as far as thematic narratives (literary narratives) are concerned (see ...
Citations
... Martin, 2002) and restorative justice (cf. Martin, Zappavigna, and Dwyer, 2009). A general principle that emerges seems to be that such positive transformations must be framed trinocularly -coordinating approaches 'from below', 'from above', and 'from roundabout'. ...
Three decades ago, M. A. K. Halliday, the founder of systemic functional linguistics (SFL), presented a paper to AILA in Greece entitled 'New Ways of Meaning: A Challenge to Applied Linguistics' (Halliday, 1990), which introduced the notion of an ecological study of language (Fill and Mühlhäusler, 2001). In this seminal paper, Halliday emphasizes that 'language does not passively reflect reality; language actively creates reality' (cf. Halliday and Matthiessen, 1999) and that 'lexi-cogrammar… shapes experience and transforms our perceptions into meanings' (Halliday, 1990: 65). He identifies three 'problematic spheres' as foreseeable challenges language planning, the register of scientific discourse and of language and prejudice, involving the deployment of resources within the system that constructs sexism, racism, growthism, and classism; and highlights the role of future applied linguists-'to use our theory of grammar… as a metatheory for understanding how grammar functions as a theory of experience' (1990: 69) and 'to learn to educate five billion children … at such a time it is as well to reflect on how language construes the world' (1990: 91), one that contains numerous ecosystems essential to the human survival.
... Bazerman, 1988Bazerman, , 1994Freedman, 1993Freedman, , 1999Freedman & Adam, 1996), and Australian Systemic Functional Linguistics (SFL) (e.g. Christie, 1991aChristie, , 1991bChristie & Martin, 1997;Martin, 1992Martin, , 2006Martin, , 2009Martin & Rose, 2008;Martin, Zappavigna, & Dwyer, 2007;Rose, 2006)-expand genre theories in different directions. However, common to those theories of genre was the notion of staging communication with the view to achieve a social purpose. ...
This thesis is concerned with the quality of argument in lengthy academic texts. The aim of the research reported in this thesis is to better understand the ways arguments in undergraduate dissertations are constructed through the employment of a range of linguistic resources. It investigates two dissertations written by student writers who, while from very different linguistic background and educational contexts, are both neophyte participants in an increasingly global higher education market. In this research, argument refers to “a mode of thinking and composition or ‘metagenre’” (Andrews, 2005), by which undergraduate student writers create and organise meanings in the dissertations. The research is particularly interested in the textual and the interpersonal zones in academic texts where novice writers must learn in constructing effective arguments that embody the organisation of the texts as unified whole, the staging of meanings to achieve texts’ communicative purposes, and the enactment of the writers’ engagement with others in the literature as they take up their positions in the discourse community.
The research is underpinned primarily by comprehensive theoretical frameworks of the model of “language as social semiotic” (SFL) (Halliday, 1994, 2004). Particularly, the research draws on the Periodicity framework (Halliday, 1985b; Martin & Rose, 2007), the genre theories (Swales, 1990; Martin, 1992; Martin & Rose, 2008), and the Appraisal framework (Martin, 2000a; Martin & White, 2005) to conduct in-depth linguistic analyses on the linguistic resources utilised to construct the arguments, focusing on three-key text features: Periodicity, genre and Engagement. A complementary theory of the model of “the layout of argument” by Toulmin (1958, 2003) is utilised to assess the organisation of the elements of arguments laid out across stretches of the dissertations.
This research is descriptive in nature; in which, the in-depth linguistic analysis is conducted to investigate the phenomena emerging in both texts with a view to noticing the similarities and differences in the ways the two student writers manage these tasks. It analyses an Honours dissertation from an Australian university and a dissertation written by an Indonesian student writer studying English as a foreign language (EFL) in an English department at an Indonesian university. Three-stage analyses are conducted in the top-down manner suggested by the three-key text features. Firstly, Periodicity analysis explores each dissertation to see how each student writer organises meanings as unified whole hierarchically and construct the macro-argument effectively. Secondly, genre analysis examines three selected chapters from each dissertation to see how writers stage meanings to achieve their communicative purposes in the meso-level of argument. Thirdly, analysis on Engagement in the sentence level (i.e. micro-level of argument) is conducted to samples from each text those that potentially show how the writers engage with readers and other writers in the field.
The research uncovers that the two writers employ linguistic resources to organise meanings to construct arguments in both similar and different ways. The Periodicity analysis reveals that both writers structure their texts at the macro-level of arguments according to conventional ways of organising dissertations. This suggests commonality in modelling practices across the students’ institutions. However, genre analysis and Appraisal analysis show important differences that emerged in how students structure their texts at the meso-level (at chapter, section and paragraph levels), and in how the writers accomplish negotiation by their employment of evaluative language at the micro-level of sentence and below. The arguments within these levels are differently organised that might influence their soundness (quality). These practices indicate the dissimilarities the way each discourse community employs linguistic resources in academic setting, and the academic discourse practices within communities where each student writer participated in.
The thesis contributes to the understanding of how arguments are constructed across lengthy texts through (i) choices in the ways meanings are hierarchically organised at various levels of texts, and (ii) in the ways meanings are staged to achieve the texts’ communicative purposes, together with (iii) how writers engage with others in respect to other voices in the discourse within the academic context. The research extends existing explanations of text development and its relations to genre staging. This staging is verified by the evaluative linguistic analysis in which the staging is signposted. Pedagogically, the findings of the research contribute to the advancement of the teaching of argument in academic genre in EFL educational context. More specifically, a more nuanced approach to pedagogy is necessary in the Indonesian tertiary context.
... Throughout the conference, the convener has the dual role of managing compliance at the level of exchange structure, as seen in the examples above where she is interacting specifically with the YP, and compliance in terms of the overall macrogenre, where she must assist all conference participants in moving through the different parts of the conference toward a successful resolution in a working outcome plan. To assist this process, the pressure of the conferencing macrogenre seems to be propelling YPs toward adopting a particular subject position: a forthcoming, remorseful young person (Martin, Zappavigna and Dwyer 2009a). ...
... For example, increasingly in the NSW criminal courts there is a veiled expectation for, and pressure on, offenders to give sworn evidence at sentence that indicate remorse. As Rossmanith (2015) implicitly expect a degree of narrative competence on the part of defendants and offenders (Bartels and Richards 2013;Eades 2008;Martin, Zappavigna and Dwyer 2007;Rossmanith 2014). We argue, however, that in sentencing matters, it is not simply any sort of self-narration that is required from offenders in court. ...
This article examines the ways in which offenders are required to provide very particular accounts of themselves and to self-narrate in confined ways. Drawing on ethnographic fieldwork and interviews conducted in the New South Wales justice system, it explores how the stories that offenders are made to accept and tell about themselves often bear little relationship to their own reflections. It analyses how, despite the expectations of judges and prison authorities, these self-narratives are not products of an offender’s soul-searching concerning his past actions and experience; rather they are products of an official legal narrative being imposed on an offender whose capacity to own and enact such a narrative is already seriously compromised.
... For example, increasingly in the NSW criminal courts there is a veiled expectation for, and pressure on, offenders to give sworn evidence at sentence that indicate remorse. As Rossmanith (2015) implicitly expect a degree of narrative competence on the part of defendants and offenders (Bartels and Richards 2013;Eades 2008;Martin, Zappavigna and Dwyer 2007;Rossmanith 2014). We argue, however, that in sentencing matters, it is not simply any sort of self-narration that is required from offenders in court. ...
This article examines the ways in which offenders 1 are required to provide very particular accounts of themselves and to self‐narrate in confined ways. Drawing on ethnographic fieldwork and interviews conducted in the New South Wales justice system, it explores how the stories that offenders are made to accept and tell about themselves often bear little relationship to their own reflections. It analyses how, despite the expectations of judges and prison authorities, these self‐narratives are not products of an offender's soul‐searching concerning his 2 past actions and experience; rather they are products of an official legal narrative being imposed on an offender whose capacity to own and enact such a narrative is already seriously compromised.
... Elsewhere we have argued that this kind of regulative discourse in conferencing projects a recontextualised field of social integration intended to re-align the YP with the values of his or her family, ethnic group and community and to diminish the relatively malign influence of peers[16]. ...
At the heart of Youth Justice Conferencing, a form of restorative justice aimed at addressing youth crime, is the notion that young persons who have committed an offence should be ‘reintegrated’ into their communities (Braithwaite in Crime, shame and reintegration. Cambridge University Press, Cambridge, 1989). This paper focuses on the role of parents as support persons, in particular the ‘crying mum’, an identity often leveraged by the Convenor when prompting the young person to express remorse to the circle. We explore an Avouchment genre that we have observed whereby support persons vouch for the character of the young person. Our analysis considers the ways in which values are composed (as ideational categories are coupled with evaluative interpersonal ones) and unfold in discourse as invitations for participants to align. In Knight’s (2010) terms, when shared, couplings of ideation and evaluation engender bonds through which participants may commune.
... In tali direzioni si muovono anche degli studi sulle pratiche discorsive della RJ (Martin, Zappavigna Dwyer 2010;Zappavigna 2007;Abbamonte, Cavaliere 2012, di cui si vuole qui dare qualche esempio. ...
... Come si è anticipato, in quelle regioni la RJ rispecchia le tradizionali pratiche indigene, ed è una diffusa modalità di risposta al crimine a tutela della stabilità e dell'integrità di gruppo, soprattutto in confl itti a sfondo razziale e nella disciplina scolastica, 9 ma anche per azioni criminose di altro genere. Interessanti gli studi del gruppo di ricercatori Sidney sulle sedute di RJ che coinvolgono i giovani (Youth Justice Conferencing) che approfondiscono le dinamiche di negoziazione di identità e sentimenti che variano dalla vergogna propedeutica alla reintegrazione ('reintegrative shaming') fi no al rimorso simulato (Martin, Zappavigna, Dwyer 2007Zappavigna Martin 2014). Ad esempio, in Users in uses of language: embodied identity in Youth Justice Conferencing (Martin, Zappavigna, Dwyer, Cléirigh 2013), dall'analisi multimodale delle interazioni dei giovani rei durante le riunioni, emerge come e quanto la realtà dei colpevoli può essere diversa dalla 'persona' idealizzata dagli ideatori delle conferenze riparatrici, ossia una persona che provi rimorso empatico e manifesti un genuino desiderio di cambiare. ...
Rispondere alle sfi de che il manifestarsi di fenomeni di violenza pone alle società democratiche e ai loro valori espliciti richiede interventi coordinati, in grado di affrontare le varie componenti socio-economiche e psicologiche, anche in contesti interculturali and interreligiosi; è necessario un approccio articolato che contempli sia la reintegrazione dei colpevoli, sia una maggior attenzione alle vittime.1 Con la sua prosodia semantica positiva sui temi della conciliazione, dell’armonia, della ricostituzione di equilibri sociali grazie a soluzioni alternative e della crescita personale grazie ad atteggiamenti socialmente proattivi, la Restorative Justice (RJ),2 o Giustizia Riparatrice – variamente defi nita transformative justice, relational justice, community justice, and peacemaking justice – ha esercitato una forte infl uenza ideologica sull’attività programmatica delle Nazioni Unite prima e dell’Unione Europea in tema di giustizia, fi no ad apparire un’alternativa perseguibile alla giustizia retributiva. Di particolare interesse per questo studio di orientamento cross-culturale e focalizzato sulla mediazione come forma di comunicazione situata e localizzata, sono le questioni della qualifi cazione del mediatore e della confi denzialità. Gli standard minimi comuni di qualifi cazione richiedono oltre ad un’etica rigorosa del mediatore, una conoscenza dei principi e fi ni e delle fasi e dei vari metodi della mediazione, e una competenza di base del sistema giudiziario, unitamente ad un corretto atteggiamento e ad abilità di mediazione ben articolate. Il mediatore dovrà avere appropriate tecniche per comunicare proficuamente con le vittime, i colpevoli e tutte le persone coinvolte nel processo, gestendone le reazioni psicologiche: le capacità di espressione verbale appaiono quindi centrali nel processo di mediazione, e tali competenze devono essere certificabili e spendibili sul territorio europeo. Le pratiche discorsive del linguaggio legale, in riferimento anche a fattori contestuali sono oggetto di crescente interesse critico soprattutto per quel che concerne l’interdiscorsività (Bahtia 2010). Tuttavia, come questo studio cercherà di chiarire, nonostante la condivisione di obiettivi e requisiti fondamentali per il processo di mediazione, l’ Italia si discosta dagli altri paesi soprattutto per le modalità di comunicazione e condivisione di tali processi e pratiche (Abbamonte, Cavaliere 2012): l’enfasi forse eccessiva, o meglio, come vedremo, un fraintendimento sulla confidenzialità crea soprattutto in Italia un conflitto con un valore intrinseco della RJ, ossia la condivisione sociale.
... This maps out an idealized "passion play" envisaged by conference designers whereby there is a "regular tangible, visible progression through clearly marked stages of tension, anger, shame, remorse, apology, forgiveness, relief, and cooperation" (Moore and O'Connell 1994: 70). For discussion of the relation of the conferences we have observed to this ideal, see Martin (2009), Martin et al. (2007, 2010. ...
... As far as the Testimony step of conferences is concerned, designers and advocates seem to have in mind an ideal YP who provides a detailed recount of the o ense and is convincingly remorseful about what went on. As Martin et al. (2007Martin et al. ( , 2009Martin et al. ( , 2010 and Zappavigna et al. (2008aZappavigna et al. ( , 2008b document, however, it is far more common for YPs to enact a "small target" persona who construes a minimalist account of the o ense (with details "extracted" by the Convenor), and who enacts next to no evaluation of what went on (so that regret has to be "promoted" by the Convenor). On this basis we established an ideational/ epistemic axis of "forthcomingness" (how detailed is the YP's recount of the o ense: i.e., +/-ER) intersecting with an axiological/social axis of "remorsefulness" (how contrite is the YP's attitude to what went on: i.e., +/-SR). ...
This paper offers a multimodal perspective on how identities are performed and negotiated in discourse, concentrating on the interaction of language and body language within a particular genre, Youth Justice Conferencing. These conferences operate as a diversionary form of sentencing in the juvenile justice system of New South Wales, Australia. Typically, they involve a young person who has committed an offense coming face to face with the victim of their crime, in the presence of family members, community workers, police, and a conference "convenor." We conduct close, multimodal discourse analysis of the interactions that occur during the Rejoinder step in a particular conference, and investigate an "angry boy" identity enacted by two young persons at this point in the proceedings. This persona is very different to the forthcoming and remorseful persona idealized by conference designers. The role of body language in intermodally proposing and negotiating bonds within the conference is explored.
... Martin, 2002), of restorative justice (e.g. Martin, Zappavigna& Dwyer, 2009) -or more generally of "discourses of hope" (e.g. Gouveia, 2006/7), "discourse which attempts to make the world a better place" (Martin, 2008). ...
This article is concerned with the relationship between Systemic Functional Linguistics (SFL) and Critical Discourse Analysis (CDA), and with SFL as a resource for socially accountable academic work. First it locates SFL within the general category of appli- able linguistics (as opposed to either theoretical or applied linguistics), an approach to the study of language that is also designed to be socially accountable. Then, against the background of SFL, it traces the development first of Critical Linguistics and then of CDA, also identify- ing other influences incorporated within these traditions. Next, it compares CDA with other orientations within discourse analysis from the perspective of SFL, and proposes the notion of appliable discourse analysis (ADA). This leads to an overview of the dimensions of ADA, and finally to the question of the place of ADA within a general appliable linguistics.
Resumo: A presente pesquisa investiga a forma pela qual a tradução de textos não-narrativos ocorre interpolada em obras literárias, tendo como foco sua estrutura genérica (ROSE, 2019). Além disso, investiga as mudanças que são realizadas na estrutura genérica do produto da tradução e de gêneros não-narrativos em obras literárias. Pesquisas anteriores descrevem o gênero narrativo em diferentes obras literárias (HASAN 1967; HALLIDAY, 1992; LE LIEVRE, 2003) dando subsídios para a análise da tradução do texto narrativo. Da mesma forma, uma análise dos gêneros não-narrativos (HUNSTON, 2013; OLIVEIRA, BARIN, 2017) pode dar subsídio para análise das traduções desses gêneros. Diante disso, nesta pesquisa busca-se analisar de forma específica como a estrutura genérica dos textos não-narrativos interpolados é alterada no produto da tradução. A saga Harry Potter (ROWLING, 1997-2007) foi utilizada como corpus, sendo ideal para a pesquisa considerando a grande quantidade de textos não-narrativos nos livros e a relevância de sua tradução (CRUZ, 2003). Da mesma forma, esta obra já é reconhecida pelo grande número de adaptações necessárias na tradução (SANTOS, 2014). A pesquisa busca promover uma reflexão analítica de natureza linguística sobre as escolhas tradutórias envolvidas nos textos analisados e os possíveis impactos que podem ocorrer no produto da tradução, tendo como base os princípios gerais da Linguística Sistêmico-Funcional e seus conceitos de texto, registro e gênero (HALLIDAY et al., 1964; MARTIN et al., 1997; EGGINS, 2004), assim como definições de categorias genéricas (ROSE, 2019) que baseiam a análise do corpus. Os resultados apontam para modificações pontuais na estrutura genérica dos textos não-narrativos, o que resulta, em
