Susan Hood

• The University of Sydney

Looks at how teachers can adapt their work to the requirements of a new English language curriculum through conducting action research.

Discusses the theoretical concept of critical literacy and how it can be promoted by teachers in the language classroom. Provides case studies and practical examples of teachers undertaking action research to teach critical literacy.

Explores how teachers can address the challenges of diversity and differentiated needs in the classroom through action research. Provides practical accounts written by language teachers.

Exploring the relationship between theory and practice in Systemic Functional Linguistics (SFL), this volume offers a state-of-the-art overview of Appliable Linguistics. Featuring both internationally-renowned scholars and rising stars from Argentina, Australia, Austria, Brazil, Chile, Denmark, Indonesia, New Zealand, Singapore and the USA, Appliab...

Over the past two decades the quantity and scope of research drawing on the system of APPRAISAL in SFL has massively expanded. It is reasonable to claim that the majority of these studies have foregrounded the subsystems of ATTITUDE and ENGAGEMENT. Our aim in contributing to this special issue celebrating two decades of APPRAISAL research is to foc...

Newspaper editorials are acknowledged as having a significant role to play in shaping public opinion on social and political issues. In studies of their persuasive power, the language of these texts is always the focus to some extent. Across a spectrum of methodological approaches, relatively few studies take a dynamic perspective to consider the i...

Science is a discipline of academic study that orients us strongly to field; to knowledge of how phenomena are classified and composed, and how activities implicate other activities. A strong focus on knowledge building can obscure the fact that the learning of science is also about understanding the values that associate with that knowledge. To da...

This review essay evaluates Karl Maton's Knowledge and Knowers: Towards a Realist Sociology of Education as a recent examination of the sociological causes and effects of education in the tradition of the French social theorist Pierre Bourdieu and the British educational sociologist Basil Bernstein. Maton's book synthesizes the scholarship of Bourd...

Radical changes in modes of pedagogy are currently being implemented in higher edu-cation internationally. Most significantly there is a rapid movement away from face-to-face, or ‘live’ teaching in lecture mode toward online-only resources, or to ‘flipped classrooms’. The arguments mounted in support of such changes vary from economic imperatives t...

Radical changes in modes of pedagogy are currently being implemented in higher education internationally. Most significantly there is a rapid movement away from face-to-face, or 'live' teaching in lecture mode toward online-only resources, or to 'flipped classrooms'. The arguments mounted in support of such changes vary from economic imperatives to...

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This chapter discusses the general concepts of stance and voice from the framework of systemic functional linguistics (SFL). It opens with a brief introduction to some aspects of SFL theory that inform their exploration, focusing on the subsystem of APPRAISAL. The second part of the chapter describes some applications of the framework in the domain...

Focusing on the introductions to research articles in a variety of disciplines, the author uses appraisal theory to analyze how writers bring together multiple resources to develop their positions in the flow of discourse. It will be most useful for researchers new to appraisal, and to EAP teachers.

Introductory sections of research articles across disciplines in the sciences, social sciences and humanities share a common generalised social purpose, that is, to construct a legitimising platform from which the writer can proceed to report in detail on their own study and the contribution they make to knowledge. In Chapter 2, I referred to the g...

The previous chapter explored how attitude factors out in accordance with field, revealing how writers favour more explicit attitude when evaluating their object of study and more implicit attitude when they are evaluating other research. Implicit evaluation realised through the grading of experiential meanings along dimensions of graduation, enabl...

What is it that allows us to recognise a text as an introduction to a research article? Is it just that it constitutes the beginning of an article, in other words, would we recognise its function outside that context? Does the recognition hold for introductions that arise from different intellectual fields and different epistemologies and approache...

In Chapter 2, I approached the issue of evaluation in academic writing from the perspective of genre. The introduction stage of research articles is identified as a macro-genre, as a linked series of sub-genres. An analysis of the macro-genre of the introduction reveals a contextual metaphor (Martin & Rose 2008). At a surface level the text typical...

In the previous chapter I drew on appraisal theory to explore a multitude of ways in which evaluation can be expressed in academic writing. The theoretical framework distinguishes between kinds of attitude as expressions of emotions and feelings, as normalising or moralising judgements of people, or as the valuing of things. Appraisal theory also m...

The level of technicality and abstraction associated with representations of academic knowledge can often present challenges for those who are novices in the register. While this is to some extent at least acknowledged and accounted for in the pedagogic design of learning of the content in a field, there is another area of challenge that is typical...

In this article we investigate how speakers contribute to the interactive rise and fall of emotion in problematic interactions in a data set of in-bound telephone conversations collected from call centres in the Philippines. These interactions are between the Filipino Customer Service Representatives (CSRs) and American clients who initiate the cal...

Applied linguistic research into genres of written communication has had a considerable impact in recent decades on the pedagogy of writing in all sectors of education in Australia, from early schooling to post-secondary and workplace contexts (eg. Christie and Martin 1997). Attending to the social purpose of language and modelling and deconstructi...

The notion of prosody in linguistics was originally applied to phonology by Firth (Palmer, 1970) to refer to non-segmental features. Its use has been extended in Systemic Functional Linguistic theory to the levels of grammar and discourse semantics. Here it refers to the way that interpersonal meaning spreads or diffuses across clauses and across l...

One of the key means by which knowledge is disseminated in the academic discourse community is the spoken presentation of papers at an academic conference. In contrast to the written research article, the spoken presentation remains relatively under-researched from a linguistic perspective, limiting the knowledge available for explicating this kind...

This study explores the ways in which academic writers employ expressions of attitude in the construction of evaluative stance in the introductory sections of research papers. The study draws on the theoretical base of Systemic Functional Linguistics (SFL) (Halliday, 1994, Halliday & Matthiessen, 2004), and in particular on Appraisal theory as a mo...

A systemic functional linguistic model of language (Halliday, 1994), invites us to consider interpersonal meaning alongside ideational and textual meaning, at each stratum of language, that is, in the phonology, the lexicogrammar, and in the discourse semantics. Analyses of interpersonal meanings in the lexicogrammar have foregrounded the "inter" d...

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This study explores the ways in which academic writers employ expressions of attitude in the construction of evaluative stance in the introductory sections of research papers. The study draws on the theoretical base of Systemic Functional Linguistics (SFL) (Halliday, 1994; Halliday & Matthiessen, 2004), and in particular on Appraisal theory as a mo...

The handbook is designed as an introductory text on reading instruction for teachers of English as a Second Language. The first chapter explores the nature of reading through a series of activities that help identify the kind of knowledge one draws on and the strategies one uses in reading. Chapter 2 reviews key theories of reading that have inform...

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