Relevant bibliographies by topics / Evaluative discourse

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  2. Dissertations / Theses
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Academic literature on the topic 'Evaluative discourse'

Author: Grafiati
Published: 4 June 2021
Last updated: 3 February 2022

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Journal articles on the topic "Evaluative discourse"

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Trnavac, Radoslava, Debopam Das, and Maite Taboada. "Discourse relations and evaluation." Corpora 11, no. 2 (2016): 169–90. http://dx.doi.org/10.3366/cor.2016.0091.

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In this paper, we examine the role of discourse relations (relations between propositions) in the interpretation of evaluative or opinion words. Through a combination of Rhetorical Structure Theory (or RST; Mann and Thompson, 1988 ) and Appraisal Theory ( Martin and White, 2005 ), we analyse how different discourse relations modify the evaluative content of opinion words, and what impact the nucleus–satellite structure in RST has on the evaluation. We conduct a corpus study, examining and annotating over 3,000 evaluative words in fifty movie reviews in the SFU Review Corpus ( Taboada, 2008 ) with respect to five parameters: word category (noun, verb, adjective or adverb), prior polarity (positive, negative or neutral), RST structure (both nucleus–satellite status and relation type) and change of polarity as a result of being part of a discourse relation (Intensify, Downtone, Reversal or No Change). Results show that relations such as Concession, Elaboration, Evaluation, Evidence and Restatement most frequently intensify the polarity of opinion words, although the majority of evaluative words do not undergo changes in their polarity related to the type of relation that they are a part of. We also find that most opinion words (about 70 percent) are positioned in the nucleus, confirming a hypothesis based on the literature that nuclei are the most important units when extracting opinion automatically.
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Bellés-Fortuño, Begoña. "Evaluative language in medical discourse." Languages in Contrast 18, no. 2 (2017): 155–74. http://dx.doi.org/10.1075/lic.15018.bel.

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Abstract Academic spoken discourse has been a dominant issue for discourse studies researchers for the last 25 years or so. Different spoken academic genres have been analysed (Swales, 1990, 2004; Berkenkotter and Huckin, 1995; Bhatia, 2001, 2002; Mauranen, 2001; Juzwik, 2004; Crawford-Camiciottoli, 2004, 2007; among others) thanks to the compilation and the easy access to electronic spoken corpora. This study focuses on the genre of lecture as “the central ritual of the culture of learning” (Benson, 1994) in higher education. Here, I analyse the use of evaluative language in medical discourse lectures. A contrastive study between Spanish and English medical lectures is carried out. To my knowledge, little attention has been paid to the analysis of evaluative language in medical discourse. The present study employs a quantitative and a qualitative approach to analyse four Spanish and English medical discourse lectures with an average of 35,000 words. The English lectures have been taken from the Michigan Corpus of Academic and Spoken English (MICASE) and the Spanish lectures have been recorded and transcribed in the Degree in Medicine course at a Spanish university for the purpose of this study. Corpus analysis tools have been used to analyse attitudinal language expressing explicit evaluation. The findings show similarities and also differences in the use of evaluative markers in academic medical discourse.
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Hyland, Ken, and Polly Tse. "Evaluative that constructions." Functions of Language 12, no. 1 (2005): 39–63. http://dx.doi.org/10.1075/fol.12.1.03hyl.

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The study of interpersonal features of academic texts, through which writers evaluate their material and engage their readers, has been one of the most productive areas of discourse studies of the past decade. Scholarly writing involves adopting a position and persuading readers of claims, and the linguistic resources used to achieve these goals have been described in terms of evaluation, stance and metadiscourse. A relatively overlooked interpersonal feature however is what we shall call evaluative that constructions, a structure which allows a writer to thematize attitudinal meanings and present an explicit statement of evaluation by presenting a complement clause within a super-ordinate clause. In this paper we explore the disciplinary variations in the frequencies, forms and functions of evaluative that structures in 240 research article abstracts from six disciplines. We find that this structure is widely employed in these abstracts, about once every five sentences, and is an important means of providing author comment and evaluation. Evaluative that therefore helps writers to manage their discourse in various ways and to signal a clear stance towards the information they present.
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Водяницкая, А. А. "RESEARCH METHODS FOR STUDYING EVALUATION: ACADEMIC DISCOURSE PERSPECTIVE." НАУЧНЫЙ ЖУРНАЛ СОВРЕМЕННЫЕ ЛИНГВИСТИЧЕСКИЕ И МЕТОДИКО-ДИДАКТИЧЕСКИЕ ИССЛЕДОВАНИЯ, no. 2(50) (June 16, 2021): 105–15. http://dx.doi.org/10.36622/vstu.2021.64.94.008.

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Постановка задачи. Работа посвящена изучению традиционных подходов к исследованию оценочных значений и инновационных методов их изучения. Задача исследования заключается в анализе методов изучения оценки, которые можно было бы применить при выявлении оценочной специфики академического дискурса. Результаты. Как показало исследование, оценочные значения, оценка привлекают внимание исследователей различных областей знания, различных дискурсов. По-прежнему открыт вопрос разграничения эмоции, экспрессии и оценки. Тесная связь оценки с ценностями индивида, выносящего оценочное суждение, предполагает возможность ее изучения с позиций аксиологии, тогда как взаимосвязь с психологией позволяет подходить к оценке с точки зрения психологии (например, оценочные стили). Выводы. Комбинация традиционных и инновационных методов позволит выявить онтологические свойства оценки в академическом дискурсе. Речь идет о вербализованных оценочных суждениях, выносимых различными участниками академического дискурса. Вопросы оценочной категоризации, разграничение эмоции и оценки, оценочных стилей участников академического дискурса, привлечение корпуса текстов как источника материала и как инструмента познания представляются релевантными аспектами при изучении оценочной составляющей академического дискурса. Вместе с тем не все методы исследования оценки можно одинаково успешно использовать при изучении оценочной составляющей академического дискурса. Например, метод триады, предложенный Ж. Мартином, который на данном этапе исследован применительно к изучению устного академического дискурса в его специфическом проявлении - в драматическом тексте. Как представляется, данный метод требует более детальной разработки применительно к нехудожественной, повседневной, речи академического дискурса. Problem statement. The paper focuses on the study of traditional approaches evaluations and innovative methods of their study. The objective of the research. is to analyze the methods of studying evaluation that could be applied in identifying the evaluative specifics of academic discourse. Results. The research has revealed that evaluative meanings attract the attention of researchers in various fields of knowledge, various discourses. The question of differentiating emotion, expressive language means and evaluation is still open. The close relationship of assessment with the values of the individual making a value judgment suggests the possibility of studying it from the standpoint of axiology, while the relationship with psychology allows one to approach assessment from the point of view of psychology (for example, evaluative styles). Conclusion. The combination of traditional and innovative methods will reveal the ontological properties of assessment in academic discourse. We are talking about verbalized value judgments made by various participants in academic discourse. Issues of evaluative categorization, differentiation of emotion and evaluation, evaluative styles of participants in academic discourse, corpus-based analysis seem to be relevant aspects in the study of the evaluative component of academic discourse.
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Plemenitaš, Katja. "Framing violence in presidential discourse." Ars & Humanitas 14, no. 1 (2020): 139–55. http://dx.doi.org/10.4312/ars.14.1.139-155.

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The paper discusses the characteristics of modern American presidential political rhetoric with special reference to Barack Obama’s speeches in which he addressed the highly publicized killings of black Americans. Three of the analysed speeches contain Obama’s rhetorical reaction to the judicial decisions not to indict the police officers responsible for the killings, while one speech gives his immediate reaction to the mass murder of black parishioners by a white supremacist. The study is based on the discourse-linguistic analysis of attitudinal meanings and their functions, which are conceptualized as evaluative frames. Evaluative frames are used to highlight different kinds of discourse participants through judgments of behaviour, attributions of emotions and evaluations of semiotic phenomena and objects. The theoretical framework for the different categories of evaluative frames is based on the theory of news framing and theory of evaluative language within systemic-functional linguistics. The findings of the analysis show that Obama uses an interplay of positive and negative evaluations of different kinds to transcend racial categorizations and avoid a direct attribution of blame. When he acknowledges the continuing relevance of the racial divide in US society, he often applies evaluative frames in such a way that they unify rather than divide the discourse participants on both sides of the divide.
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Mauranen, Anna, and M. Bondi. "Evaluative language use in academic discourse." Journal of English for Academic Purposes 2, no. 4 (2003): 269–71. http://dx.doi.org/10.1016/s1475-1585(03)00045-6.

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Tyschenko, Olena, and Martyna Krasucka. "EVALUATIVE LANGUAGE IN BRITISH TOURIST DISCOURSE." Polonia University Scientific Journal 39, no. 2 (2020): 117–22. http://dx.doi.org/10.23856/3915.

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Myskow, Gordon. "A framework for analyzing evaluative language in historical discourse." Functions of Language 25, no. 3 (2018): 335–62. http://dx.doi.org/10.1075/fol.15053.mys.

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Abstract History texts are not just disciplinary artefacts for describing, explaining or making arguments about the past. They play a key role in defining present-day group identities and their terms of affiliation. As such, they have generated a great deal of interest among functional linguists interested in how ideology is construed through language. But the ways history texts evaluate the past is not straightforward; they include a complex interplay of discourse participants putting forward a range of views toward the subject-matter. This article presents a framework for investigating evaluative meaning in historical discourse that aims to untangle this complex web of voices, showing how they work together to position readers to take up particular views toward the past. The framework brings together two prominent approaches to the study of evaluation: Martin & White’s (2005) Appraisal framework and Hunston’s (2000) notions of Status Value and Relevance. It posits four levels of evaluation (inter-, super-, extra- and meta-evaluation) that are grounded in insights from the field of historiography and reflect key disciplinary activities of historians.
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Bogetic, Ksenija. "The evaluative dimension of metaphor in discourse: Nn the possibilities of bringing together conceptual metaphor theory and appraisal theory." Juznoslovenski filolog 76, no. 1 (2020): 123–42. http://dx.doi.org/10.2298/jfi2001123b.

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The mechanisms of metaphorical evaluation have to date been little explored in the study of evaluative language and the study of metaphor, despite some earlier attempts to place them more firmly on the linguistic science agenda. The founders of Conceptual Metaphor Theory have argued that metaphor structures thought by influencing not only our understanding of concepts, but also our ability of criticising, evaluating and stance taking (Lakoff, Johnson 1999: 2), which is sporadically mentioned in approaches to linguistic evaluation, but with no theoretical or practical interaction with existing analyses of metaphor in discourse. The present paper explores the nature of metaphorical evaluation, drawing on the example of metaphorical representations of language in newspaper discourse. The analysis of the discourse on language is used to discuss metaphorical evaluation, to empirically examine its prominence in the discourse, and its contribution to the construction of meaning, as well as to discuss the broader theoretical and methodological implications. The findings point to the importance of metaphor in the evaluative subsystem of graduation, seen in the interaction of metaphorical and hyperbolic meanings. More broadly, it is argued that bringing together conceptual metaphor analysis and Appraisal Theory analysis offers a rich theoretical apparatus for socio-cognitive discourse analysis.
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Franzén, Nils. "Evaluative Discourse and Affective States of Mind." Mind 129, no. 516 (2019): 1095–126. http://dx.doi.org/10.1093/mind/fzz088.

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Abstract It is widely held within contemporary metaethics that there is a lack of linguistic support for evaluative expressivism. On the contrary, it seems that the predictions that expressivists make about evaluative discourse are not borne out. An instance of this is the so-called problem of missing Moorean infelicity. Expressivists maintain that evaluative statements express non-cognitive states of mind in a similar manner to how ordinary descriptive language expresses beliefs. Conjoining an ordinary assertion that p with the denial of being in the corresponding belief state famously gives rise to Moorean infelicity: (i) ?? It’s raining but I don’t believe that it’s raining. If expressivists are right, then conjoining evaluative statements with the denial of being in the relevant non-cognitive state of mind should give rise to similar infelicity. However, as several theorists have pointed out, this does not seem to be the case. Statements like the following are not infelicitous: (ii) Murder is wrong but I don’t disapprove of it. In this paper, I argue that evaluative statements express the kind of states that are attributed by ‘find’-constructions in English and that these states are non-cognitive in nature. This addresses the problem of missing Moorean infelicity and, more generally, goes to show that there are linguistic facts which support expressivism about evaluative discourse.
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Dissertations / Theses on the topic "Evaluative discourse"

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Franco, Gallardo Elizabeth, and Von-Chrismar Claudia Guzmán. "The argumentative and the evaluative structures in two discourse types." Tesis, Universidad de Chile, 2005. http://www.repositorio.uchile.cl/handle/2250/110208.

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Informe de Seminario para optar al grado de Licenciado en Lengua y Literatura Inglesa.<br>In this research study, we have attempted to carry out the analysis of a series of linguistic texts which can be regarded as being typical representatives of the argumentative and evaluative discourse types characteristically found in the mass media. In a broad sense, the present study aims to examine the operation of the evaluative and the argumentative component in two text classes: newspaper editorials and art reviews. In order to achieve this objective, six editorials and six reviews (four film and two play reviews), selected from different on-line newspapers and art specialist websites, were analysed along the lines dictated by the descriptive models chosen for the study. In a narrow sense, it attempts to examine whether argumentation is at the service of evaluation or viceversa, as well as any possible interdependence between them.
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Magocha, Keoneng Know. "Evaluation in business discourse / Keoneeng [i.e. Keoneng] K. Magocha." Thesis, North-West University, 2010. http://hdl.handle.net/10394/4901.

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The aim of the thesis is to explore, from a linguistic perspective, the construction and maintenance of interaction in documents in which directives are conveyed in business communication correspondence, in order to input directly into the pedagogic practice in written business communication. The focus is research into ways of scaffolding relationships in documents for correspondence, an area that represents an important aspect of language use in business communication practice. The data for the study includes letters, memoranda and saving rams in which directives are conveyed written by writers of English as a second language and following various channels of communication. Two methods are used to extract the relevant data in which evaluative meanings are conveyed. These are Wordsmith to extract evaluative and patterns and a manual analysis to identify the evaluative structures of the texts. The linguistic construal of interpersonal scaffolding is investigated drawing on the model of APPRAISAL (Martin, 2000), which is located within the Hallidayan grammar as the theoretical point of departure. The choice of language used in the texts is interrogated and interpreted with reference to the theory. analysis focuses on the linguistic systems that appropriately serve or construe the interactive function of language and addresses issues such as kinds of semantic values that are conveyed, the patterns in which they are expressed and their texture. The objective is not to make generalizations about how writers of documents manage interaction and persuade their recipients to carry out the actions they desire. Rather the aim is to develop a theoretical framework to explain the evaluative strategies that are encoded in the texts and the implications of choosing amongst different strategies. ii The thesis therefore contributes a theoretically motivated and dynamic explanation of the ways in which interaction is managed in the context of texts in which directives are communicated especially amongst Batswana writing in the English language. From a pedagogic perspective the explanations of managing interaction developed in the study provide insights and resources for teachers of business communication writing to assist them in modelling evaluative strategies in business correspondence writing and helping their students to develop effective written communication strategies.<br>Thesis (Ph.D. (English)--North-West University, Potchefstroom Campus, 2010.
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Ng, Shuet Ngan Grace. "The function of direct quotations as an evaluative device in personal profiles." HKBU Institutional Repository, 2001. http://repository.hkbu.edu.hk/etd_ra/371.

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Leung, Wing-fai. "Evaluative comments in narratives of Cantonese speaking children." Click to view the E-thesis via HKUTO, 2001. http://sunzi.lib.hku.hk/hkuto/record/B36208000.

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Thesis (B.Sc)--University of Hong Kong, 2001.<br>"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, May 4, 2001. Also available in print.
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Schaede, Leah Rose. "#HASHTAGS: A LOOK AT THE EVALUATIVE ROLES OF HASHTAGS ON TWITTER." UKnowledge, 2018. https://uknowledge.uky.edu/ltt_etds/26.

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Social media has become a large part of today’s pop culture and keeping up with what is going on not only in our social circles, but around the world. It has given many a platform to unite their causes, build fandoms, and share their commentary with the world. A tool in helping group posts together or give commentary on a thought is the hashtag. In this paper I explore the evaluative roles of hashtags in social media discourse, specifically on Twitter. I use a sample of randomly selected tweets from the Twitter API stream I collected and compiled myself. I collected a total of 200,000 tweets and filtered out Re-tweets. Looking at each individual hashtag I sorted them into the categories outlined by the Appraisal Theory proposed by Martin and White (Martin & White, 2005). I explore the types of evaluation expressed in hashtags, the relationships between evaluative hashtags and how users negotiate evaluations using meme hashtags.
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Mitchell, Jane, and n/a. "Negotiating the practice of teaching : a study of evaluative discourse between student teachers and their associates." University of Canberra. Education, 1995. http://erl.canberra.edu.au./public/adt-AUC20061018.141211.

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The central question in this thesis is How do participants in the practicum interact in order to evaluate teaching practice? This question has been posed for several reasons: 1. The practicum is a crucial part of teacher education and teacher socialisation; 2. Little is known about the nature of student teacher learning during the practicum; 3. Much of what happens during practicum interactions is taken for granted, and needs to be made explicit in order to fully understand how student teachers learn and what it is important for them to know. In order to investigate this question this study examines the interactions between student teachers and their supervising teachers in post lesson conferences. These conferences are a site in which practicum participants evaluate teaching practice and in which values, beliefs and knowledge about teaching in the context of the classroom and the practicum are produced and reproduced. To obtain data on the ways in which participants interact in post lesson conferences tape recordings of conferences and interviews with participants have been collected and analysed. Three quite different cases are presented to show a spectrum of evaluative styles and interactions. In each case the language of the post lesson conferences is explored. A particular concern in the thesis has been to consider the ways in which the linguistic choices of the participants express their subjectivities as well as reflect the cultural and institutional context in which the post lesson conferences were located. In order to achieve this the study draws upon theoretical perspectives concerned with social practice, language and meaning. Fundamental to any evaluative interaction is its purpose, the relationship between the participants and the construction of the evaluative criteria. This study has sought to identify those routines that are a common part of and that underpin the purpose of evaluative interactions in post lesson conferences. By considering the differences between the interactions in each case, this research concludes that the degree of symmetry in the participants' evaluative relationship and the extent to which the evaluative criteria are made explicit are critical to the authority that student teachers have to negotiate their understandings, reflect on their practice and take responsibility for their own learning. The three cases provide a dynamic account of the evaluative process, and a more comprehensive account than has hitherto been provided in much of the literature. They also generate suggestions for future research in this important area of teacher education.
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Wee, Constance Wei-Ling Languages &amp Linguistics Faculty of Arts &amp Social Sciences UNSW. "Mobilising action through management email texts: the negotiation of evaluative stance through choices in discourse and grammar." Publisher:University of New South Wales. Languages & Linguistics, 2009. http://handle.unsw.edu.au/1959.4/43514.

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This thesis is concerned with explicating the role of language in mobilising action through management emails. Situated within the context of organisational change in a globalised manufacturing business, the project is framed by behavioural observations from management scholars Palmer and Hardy (2000) of mobilisation strategies that utilise linguistic resources since they: (a) involve a sense of obligation or inclination in directives; (b) show how co-operation will produce mutual benefits; (c) construct desired actions as legitimate, beneficial or inevitable; and (d) use past or anticipated meanings, for or against certain actions. Systemic Functional Linguistics is the underlying framework employed to provide a theoretically principled account of the intuitively derived observations from Palmer and Hardy (2000) which are applied to a sample of twenty-seven email texts, through corpus- and text-based analysis. A major finding is that the representation of action is enacted interpersonally through the verbal group. This view complements experientially dominated accounts of the verbal group which focus on the tense system. Further, action is found to be motivated through the negotiation of evaluative stance. By relating the grammar of the verbal group as well as other resources to the discourse semantics of Appraisal, modulation (of obligation or inclination) is found to be enabled by both negative as well as positive judgements of capacity. Specifically, judgements of capacity are re-interpreted as invocations of high obligation as managers seek to mobilise (further) positive performance. The analysis demonstrates that elements in the verbal group (complex) and Appraisal co-opt action through enabling positioning of the writer, in terms of assessing and grading categorical meanings, manipulating interpersonal time, or foregrounding solidarity. A significant contribution to the thesis is an extension of the system of GRADUATION: FOCUS (Hood, 2004a) through the demonstration of how resources of the verbal group negotiate expectations of appearances and achievements. This study has also extended the resources of GRADUATION: FORCE by applying it to the management context. The practical contribution of the study is that these insights may more explicitly inform management training and enable managers to participate more effectively within their community of practice.
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Shabodien, Zareena. "Appraisal of Beyoncé Knowles as a popular artist: Analysing the evaluative discourse of the online fan base." University of the Western Cape, 2011. http://hdl.handle.net/11394/5388.

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Magister Artium - MA<br>This research uses the Systemic Functional Linguistics (SFL) approach, more specifically, the appraisal theory to analyse the online message postings by fans of the popular music artist, Beyoncé Knowles. Through their online writings, insight into their evaluative discourses is gained. This research focuses on the emotional, judgemental and evaluative stance in their writings, especially; the linguistic choices that the online fans use in order to convey their attitudes: appreciation and judgement and affect towards Knowles. In order to do such an analysis, the study considers the different Systemic Functional Linguistic (SFL) levels of meaning (interpersonal, textual and experiential metafunctions). Several questions become pertinent: What kinds of interpersonal relations and identities are implicated on the message boards? (Interpersonal metafunction). How are these expressed textually? (Textual metafunction). What kinds of experiences/fields are implicated in the messages? (Experiential metafunction). The research concludes that in terms of identity, fans tend to latch onto a Hip-Hop culture in order to create and maintain a connection to Knowles. Fans display this linguistically by writing certain words out phonetically as they would be pronounced orally. Gender boundaries are transgressed irrespective of the fans' gender. Posts also demonstrate colourful expressive responses in relation to Knowles. Whether the fan is male or female, both feel comfortable in using emotive language to demonstrate the impact which she has on their lives. In terms of appreciation fans tend to express that she has inspired and changed their lives. Attitudes explored demonstrated that a number of Knowles' fans hold positive viewpoints and therefore they would align themselves positively towards her. The element of judgement was explored from different perspectives in relation to Knowles. One, being a website which suggested that Knowles had undergone an evil transformation. For evidence, these fans used her lyrics, gestures and images selectively as a way to "prove" their arguments. As a contribution to knowledge, this research is useful in the sense that when individuals log online and leave their posts on message boards, they do not always realise the impact of the message that they leave behind. Using SFL and the appraisal theory, one is able to establish the attitudes: judgements, appreciation and affect individuals hold towards a particular topic or person (in this case towards Knowles). Through linguistically analysing message boards, one is able to connect individuals to possible identity options. In essence, the letters and words which individuals have strung together create a greater picture than what was possibly intended. Linguistically, it opens more avenues for exploration.
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ARAUJO, THAMIRIS OLIVEIRA DE. "IDENTITY LANDSCAPES IN THE DISCOURSE OF ENGLISH TEACHERS FROM PUBLIC SCHOOLS: A STUDY OF NARRATIVE AND EVALUATIVE PRACTICES." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2014. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=24960@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO<br>COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR<br>PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO<br>O objetivo do meu estudo é buscar entendimentos acerca do processo de (re)construção das identidades de professores de inglês como língua estrangeira e da representação de suas práticas docentes, em particular, aquelas desenvolvidas em escolas municipais do Rio de Janeiro. O presente trabalho se insere na área da Linguística Aplicada contemporânea (Moita Lopes, 2006; Fabrício, 2006), sendo assim, a arquitetura teórica ilustra seu caráter multifacetado e interdisciplinar, tendo como base conceitos e processos identitários (Hall, 2011; Bauman, 1998; Moita Lopes, 2003; Bucholtz e Hall, 2005; Snow, 2011; Duszak, 2002), práticas narrativas (Labov, 1972; Linde, 1993; Bruner, 2004) e práticas avaliativas (Labov, 1972; Linde, 1993; Martin e White, 2005). Conduzi esta pesquisa de cunho qualitativo-interpretativo em uma reunião na qual, além de pesquisadora, assumo o papel de participante junto a três professoras de inglês. Os dados analisados são as histórias e relatos de docência contados por nós em uma entrevista não- estruturada. Os resultados mostram que avaliações de AFETO, JULGAMENTO e APRECIAÇÃO permeiam nosso discurso, atuando como recursos linguísticos que me permitem entrever identidades pessoais, sociais e coletivas das participantes e de outros atores sociais envolvidos no processo de ensino-aprendizagem, como os alunos, a direção escolar, os outros professores, etc. Os dados revelam paisagens identitárias complexas, que não podem ser vistas como definitivas na constituição do professor de inglês, mas que viabilizam a percepção de como esse grupo de professoras, no qual me incluo, representa o seu trabalho na rede municipal, através de elogios, críticas e denúncias.<br>My study investigates the identity construction of English teachers as a foreign language and the representation of their teaching practices, in particular, those developed in public schools in the city of Rio de Janeiro. This study falls within the area of contemporary Applied Linguistics (Moita Lopes, 2006; Fabrizio, 2006), so the theoretical framework illustrates its multifaceted and interdisciplinary approach, based on identity concepts and processes (Hall, 2011; Bauman 1998 Moita Lopes, 2003; Bucholtz and Hall, 2005; Snow, 2011; Duszak, 2002), narrative practices (Labov, 1972; Linde, 1993; Bruner, 2004) and evaluative practices (Labov, 1972; Linde, 1993, Martin and White , 2005). I conducted this qualitative and interpretative research in a meeting in which, besides being the researcher, I assume the role of a participant together with three English teachers. The data is composed by stories we told about our professional experiences in a research talk. The results show that evaluations of AFFECTION, JUDGEMENT and APPRECIATION permeate our discourse, acting as linguistic resources that allow me to glimpse at personal, social and collective identities of the group of participants and of other social actors involved in the teaching- learning process. The data reveals complex identity landscapes, which can not be seen as definitive in the constitution of the English teacher, although they enable us to perceive how these group of professionals represent their work in public schools, through praise, criticism and complaints.
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SOBRINHO, CAMILA GOMES PINTO. "IDENTITY CONSTRUCTION OF TEACHERS ON STRIKE: A CRITICAL AND SYSTEMIC-FUNCTIONAL ANALYSIS OF EVALUATIVE DISCOURSE IN NEWSPAPER ARTICLES." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2015. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=25593@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO<br>COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR<br>PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO<br>Com o objetivo de investigar a construção das identidades do professor em greve no discurso avaliativo de reportagens jornalísticas, a presente pesquisa analisa reportagens online, veiculadas durante dois períodos de greve dos professores da rede pública do Rio de Janeiro – de agosto a outubro de 2013 e de maio a junho de 2014 – pelos jornais O Globo e O Dia. A investigação busca discutir as seguintes questões: 1) que identidades do professor em greve são construídas pelo discurso avaliativo de reportagens jornalísticas?; 2) de que modo os recursos linguísticos avaliativos produzem discursos que constroem essas identidades?; e 3) que significados ideológicos são gerados no discurso das reportagens analisadas, sugerindo relações de poder e dominação que envolvem o professor em greve? Para fundamentar a análise, o estudo, com foco interdisciplinar, apoia-se na perspectiva teleológica sobre gêneros discursivos (Martin, 1992; Vian Jr. e Lima Lopes, 2005); na abordagem sociossemiótica de linguagem da Linguística Sistêmico-Funcional (Halliday, 1994), especialmente nos recursos do Sistema de Avaliatividade (Martin e White, 2005; Vian Jr., 2010); na Análise Crítica do Discurso (Chouliaraki e Fairclough, 1999) e nas teorias socioconstrucionistas de identidade propostas por Moita Lopes (2003), Hall (2005), Bauman (2005) e Duszak (2002). Resultados sugerem a construção de múltiplas identidades do professor em greve, em sua maioria negativas, tais como: agressivo, tumultuador, baderneiro, intransigente, irresponsável e, de forma positiva, como corajoso. Dentre as contribuições teóricas da pesquisa, destaca-se a rica interface entre abordagens sociais e críticas de linguagem que não compreendem o fenômeno linguístico de outro modo a não ser cultural e sóciohistoricamente situado. No que tange a minha prática docente – e à dos professores da rede pública de ensino que reconhecem a greve como direito legítimo –, o estudo proporcionou a reflexão acerca de como temos discursivamente construídas nossas identidades no e pelo discurso da mídia jornalística.<br>With the objective of investigating identity construction of teachers on strike through the observation of evaluative discourse in newspaper articles, this study analyses online articles, published by the newspapers O Globo and O Dia, during two periods in which the public school system of Rio de Janeiro entered on strike –from August to October, 2013 and from May to June, 2014. The investigation aims at discussing the following questions: 1) what identities of teachers on strike are constructed by the evaluative discourse of the newspaper articles? 2) how do the evaluative linguistic resources produce discourse which constructs these identities? 3) what ideological meanings are generated by the discourse of the articles analysed, suggesting relations of power and dominance involving teachers on strike? Adopting an interdisciplinary focus, the study is based on Martin s (2005) telelogical perspective of discourse genres; on the sociosemiotic approach to language proposed by Systemic-Functional Linguistics (Halliday, 1994), particularly on the resources of Appraisal Theory as well as on the tenets of Critical Discourse Analysis (Chouliaraki and Fairclough, 1999) and on the socioconstructionist theories of identity (Moita Lopes , 2003; Hall 2005; Bauman, 2005; Duszak 2002). Results suggest the construction of multiple identities of teachers on strike, most of them negative, such as: aggressive, riotous, troublemakers, uncompromising, irresponsible and, in a positive manner, courageous. Amongst the theoretical contributions of the study, it is highlighted the rich interface between social and critical linguistic approaches which understand the linguistic phenomenon as cultural and sociohistorically situated. Regarding my teaching practice –and that of other teachers from the public school system who recognise the strike as a legitimate right –, the study provided the reflection on how educators have their identities discursively constructed by journalists in the media.
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Books on the topic "Evaluative discourse"

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Evaluative semantics: Language, cognition, and ideology. Routledge, 1999.

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Evaluation in context. John Benjamins Publishing Company, 2014.

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Ponton, Douglas Mark. For arguments' sake: Speaker evaluation in modern political discourse. Cambridge Scholars Pub., 2011.

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Coffin, Caroline. Historical discourse: The language of time, cause and evaluation. Continuum, 2006.

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Evaluation in media discourse: Analysis of a newspaper corpus. Continuum, 2006.

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Oordelen in taal: Semantische en pragmatische aspecten van evaluaties in narratieve communicatie. Wolters-Noordhoff, 1985.

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Hüsing, Bärbel. Increasing public involvement in debates on ethical questions of xenotransplantation: National report baseline evaluation--Germany. Fraunhofer Institute for Systems and Innovation Research, 2003.

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Hüsing, Bärbel. Increasing public involvement in debates on ethical questions of xenotransplantation: National report baseline evaluation--Germany. Fraunhofer Institute for Systems and Innovation Research, 2003.

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Gender power and mediation: Evaluative mediation to challenge the power of social discourses. Cambridge Scholars, 2012.

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The subtle slant: A cross-linguistic discourse analysis model for evaluating interethnic conflict in the press. Parkway Publishers, 1994.

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Book chapters on the topic "Evaluative discourse"

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Graham, Phil. "Critical Discourse Analysis and Evaluative Meaning: Interdisciplinarity as a Critical Turn." In Critical Discourse Analysis. Palgrave Macmillan UK, 2003. http://dx.doi.org/10.1057/9780230514560_6.

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Graham, Phil. "Critical Discourse Analysis and Evaluative Meaning: Interdisciplinarity as a Critical Turn." In Critical Discourse Analysis. Palgrave Macmillan UK, 2003. http://dx.doi.org/10.1057/9780230288423_6.

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Liebrecht, Christine, Lettica Hustinx, Margot van Mulken, and Peter Jan Schellens. "Two dimensions of language intensity in evaluative discourse." In The Construction of Discourse as Verbal Interaction. John Benjamins Publishing Company, 2018. http://dx.doi.org/10.1075/pbns.296.11lie.

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White, Peter R. R. "Evaluative semantics and ideological positioning in journalistic discourse." In Mediating Ideology in Text and Image. John Benjamins Publishing Company, 2006. http://dx.doi.org/10.1075/dapsac.18.05whi.

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Webler, Thomas. "“Right” Discourse in Citizen Participation: An Evaluative Yardstick." In Fairness and Competence in Citizen Participation. Springer Netherlands, 1995. http://dx.doi.org/10.1007/978-94-011-0131-8_3.

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Santamaría-García, Carmen. "Evaluative discourse and politeness in university students' communication through social networking sites." In Evaluation in Context. John Benjamins Publishing Company, 2014. http://dx.doi.org/10.1075/pbns.242.19san.

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Moulin, Bernard, and Hengameh Irandoust. "Extending the Conceptual Graph Approach to Represent Evaluative Attitudes in Discourse." In Conceptual Structures: Standards and Practices. Springer Berlin Heidelberg, 1999. http://dx.doi.org/10.1007/3-540-48659-3_8.

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Vogel, Radek. "Persuasion in Business Discourse: Strategic Use of Evaluative Lexical Means in Corporate Annual Reports." In Persuasion in Specialised Discourses. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-58163-3_4.

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Moreno Ortiz, Antonio, and Chantal Perez Hernandez. "Form and function in evaluative language: The use of corpora to identify context valence shifters in a linguistically-motivated sentiment analysis system." In The Functional Perspective on Language and Discourse. John Benjamins Publishing Company, 2014. http://dx.doi.org/10.1075/pbns.247.05mor.

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Bullo, Stella. "Introduction: Researching Reception and Discourse." In Evaluation in Advertising Reception. Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137350435_1.

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Conference papers on the topic "Evaluative discourse"

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Prihodko, Ganna, Oleksandra Prykhodchenko, Marina Zaluzhna, and Galina Moroshkina. "Strategies and Tactics of Evaluative Discourse." In III International Scientific Congress Society of Ambient Intelligence 2020 (ISC-SAI 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/aebmr.k.200318.001.

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Peldová, Petra. "Does genre influence the choice of evaluative lexicogrammatical patterns in British online newspaper discourse?" In Eighth Brno Conference on Linguistics Studies in English. Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9767-2020-9.

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This paper aims to analyse the use of evaluative adjectival lexicogrammatical patterns in selected British online newspaper discourse in terms of genre specification. It focuses both on the normalised frequency of the patterns as well as on the evaluative semantic groups of the adjectives embedded in the patterns analysed. The genres chosen for the analysis are politics and crime. 282 articles from six national British online newspapers (the Sun, the Mirror, the Express, the Guardian, the Telegraph, and the Independent) were downloaded to create the corpus. These were then analysed via Sketch Engine for the evaluative adjectival patterns introduced by Bednarek (2009). The adjectives found in the patterns were further examined and manually divided into semantic groups introduced by Collins COBUILD. The data were then compared in an attempt to identify discourse patterns and contrasts, and valuable insights were gained into the lexicogrammatical features studied. The analysis indicated that evaluative adjectival patterns are indeed embedded in newspaper stories and both the tabloids and the broadsheets employ these patterns more or less equally for the same genres. Both types of newspaper mainly embed patterns ‘v-link ADJ’ and ‘v-link ADJ prep’ in both genres. However, when broadsheets report on politics, the use of the 'it v-link ADJ finite/non-finite' pattern, can be considered marked.
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Kang, Ning. "On the Construction of Evaluative Meanings in English Tourist Discourse from the Perspective of Graduation System." In International Conference on Education, Management and Information Technology. Atlantis Press, 2015. http://dx.doi.org/10.2991/icemit-15.2015.126.

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Gnezdechko, Oksana Oksana gnezdechko. "Humour Stereotypes and their role in the emergence of interethnic and international conflicts." In All-Russian Scientific Conference with International Participation. Publishing house Sreda, 2020. http://dx.doi.org/10.31483/r-97470.

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The article examines the main ethnic stereotypes, prerequisites and ways of their formation in a humorous discourse presented by the genre of anecdote. The main means of ethnic prejudices of humorous stereotypes expression, the reasons and methods of their formation are analyzed. A new principle of their classification is given according to the consideration of stereotypes from the standpoint of psycholinguistics. The paper also presents the schemes of humor perception by Russian and German ethnic groups. Using the material of anecdotes as the main form of modern humorous culture, it is shown how these schemes work and how ethnic stereotypes manifest themselves in an anecdote, how the relevance of stereotypes affects the change and disappearance of certain anecdotes from national everyday life. The means of expressing ethnic prejudices in the discourse under consideration are negative-evaluative communicative strategies of value differentiation, distance, and discrediting foreigners.
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Gnezdechko, Oksana Oksana gnezdechko. "Humour Stereotypes and their role in the emergence of interethnic and international conflicts." In All-Russian Scientific Conference with International Participation. Publishing house Sreda, 2020. http://dx.doi.org/10.31483/r-97470.

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The article examines the main ethnic stereotypes, prerequisites and ways of their formation in a humorous discourse presented by the genre of anecdote. The main means of ethnic prejudices of humorous stereotypes expression, the reasons and methods of their formation are analyzed. A new principle of their classification is given according to the consideration of stereotypes from the standpoint of psycholinguistics. The paper also presents the schemes of humor perception by Russian and German ethnic groups. Using the material of anecdotes as the main form of modern humorous culture, it is shown how these schemes work and how ethnic stereotypes manifest themselves in an anecdote, how the relevance of stereotypes affects the change and disappearance of certain anecdotes from national everyday life. The means of expressing ethnic prejudices in the discourse under consideration are negative-evaluative communicative strategies of value differentiation, distance, and discrediting foreigners.
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Ovodova, Svetlana. "Representation of Cultural Traumas in Contemporary Public Discourse: “New Frankness” of Meta-Modernism." In The Public/Private in Modern Civilization, the 22nd Russian Scientific-Practical Conference (with international participation) (Yekaterinburg, April 16-17, 2020). Liberal Arts University – University for Humanities, Yekaterinburg, 2020. http://dx.doi.org/10.35853/ufh-public/private-2020-04.

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The prerequisites for this study are criticism of postmodernism by theorists and philosophers of culture, and the actualisation of metamodernism as one of the most popular theories of postmodernism. The relevance of the study is determined by the appearance of a ‘new sensitivity’ having arisen from geopolitical events of the 2000s. Metamodernism theory authors declare the new structure of sensation to be different from the dominants of postmodernism and modernism. The article describes the transformation of the representation of cultural traumas in public discourse with the consideration of ideas of metamodernism and a new frankness. The article covers the methodological capabilities for using postmodernism and metamodernism discourses for analysing the principles of representation of cultural trauma within public discourse. Distinguishing features of new frankness are highlighted. Immortal Regiment action is analysed as an example of actualisation of personal experience and family history in public discourse. The concept of ‘new frankness’ increases the role and significance of the witness. The examples of works of contemporary mass culture and media resources are used to trace the actualisation of the witness’s narrative of cultural trauma. Warmth, depth, and affect, characteristic of metamodernism, actualise the demand for plausibility and personal experience of an event. An indirect effect of these hypotheses consists in that narratives on cultural trauma are multivariate as manifested in criticism of the conventional image of a historic event. Re-evaluating historical events from different points of view triggers mechanisms of latent trauma, potentially making almost any historical event a cultural trauma. The study resulted in the revelation of accentuation of sensitivity in narratives of cultural traumas, as opposed to manners prevailing in modernism and postmodernism discourses, i.e. practices of stigmatisation, suppression, and the commodification of cultural traumas.
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Song, Wei, Ziyao Song, Lizhen Liu, and Ruiji Fu. "Hierarchical Multi-task Learning for Organization Evaluation of Argumentative Student Essays." In Twenty-Ninth International Joint Conference on Artificial Intelligence and Seventeenth Pacific Rim International Conference on Artificial Intelligence {IJCAI-PRICAI-20}. International Joint Conferences on Artificial Intelligence Organization, 2020. http://dx.doi.org/10.24963/ijcai.2020/536.

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Organization evaluation is an important dimension of automated essay scoring. This paper focuses on discourse element (i.e., functions of sentences and paragraphs) based organization evaluation. Existing approaches mostly separate discourse element identification and organization evaluation. In contrast, we propose a neural hierarchical multi-task learning approach for jointly optimizing sentence and paragraph level discourse element identification and organization evaluation. We represent the organization as a grid to simulate the visual layout of an essay and integrate discourse elements at multiple linguistic levels. Experimental results show that the multi-task learning based organization evaluation can achieve significant improvements compared with existing work and pipeline baselines. Multiple level discourse element identification also benefits from multi-task learning through mutual enhancement.
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Niekrasz, John, and Johanna D. Moore. "Unbiased discourse segmentation evaluation." In 2010 IEEE Spoken Language Technology Workshop (SLT 2010). IEEE, 2010. http://dx.doi.org/10.1109/slt.2010.5700820.

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Walker, Marilyn A. "Evaluating discourse processing algorithms." In the 27th annual meeting. Association for Computational Linguistics, 1989. http://dx.doi.org/10.3115/981623.981654.

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Toldova, S., T. Davydova, M. Kobozeva, and D. Pisarevskaya. "DISCOURSE FEATURES OF BLOGS IN SUBCORPUS OF RUSSIAN RU-RSTREEBANK." In International Conference on Computational Linguistics and Intellectual Technologies "Dialogue". Russian State University for the Humanities, 2020. http://dx.doi.org/10.28995/2075-7182-2020-19-747-761.

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The paper presents a corpus study of the discourse features in the corpus of blogs. It is based on the data of Ru-RSTreebank annotated within the framework of the Rhetorical Structure theory [Mann, Thompson 1988]. The Ru-RSTreebank represents genres of news and popular science, scientific papers, and blogs texts. Blog subcorpus contains such topics as travelling, cosmetics, sports and health, psychology, IT and tech and some others. Blogs texts constitute a specific genre as they combine properties of written and spoken discourse. The purpose of the paper is to investigate discourse features of blogs in comparison with other genres. We analyze the variation in rhetoric relations distribution among genres, and single out the differences in discourse connectives usage. Furthermore, we check the distribution of other discourse features reported in different studies for spoken discourse and for social media in the Ru-RSTreebank blogs subcorpus. The general frequency analysis and the experiments on RandomForest classifier application to genre recognition have shown that the most important rhetoric relations specific to blogs are Evaluation and Contrast, that there is a tendency to use shorter discourse units and not to express the discourse relations overtly via subordinative conjunctions.
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Reports on the topic "Evaluative discourse"

1

Hirschman, Lynette, Deborah A. Dahl, Donald P. McKay, Lewis M. Norton, and Marcia C. Linebarger. Beyond Class A: A Proposal for Automatic Evaluation of Discourse. Defense Technical Information Center, 1990. http://dx.doi.org/10.21236/ada458704.

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Imbrie, Andrew, Rebecca Gelles, James Dunham, and Catherine Aiken. Contending Frames: Evaluating Rhetorical Dynamics in AI. Center for Security and Emerging Technology, 2021. http://dx.doi.org/10.51593/20210010.

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The narrative of an artificial intelligence “arms race” among the great powers has become shorthand to describe evolving dynamics in the field. Narratives about AI matter because they reflect and shape public perceptions of the technology. In this issue brief, the second in a series examining rhetorical frames in AI, the authors compare four narrative frames that are prominent in public discourse: AI Competition, Killer Robots, Economic Gold Rush and World Without Work.
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Aruguete, Natalia, Ernesto Calvo, Carlos Scartascini, and Tiago Ventura. Trustful Voters, Trustworthy Politicians: A Survey Experiment on the Influence of Social Media in Politics. Inter-American Development Bank, 2021. http://dx.doi.org/10.18235/0003389.

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Recent increases in political polarization in social media raise questions about the relationship between negative online messages and the decline in political trust around the world. To evaluate this claim causally, we implement a variant of the well-known trust game in a survey experiment with 4,800 respondents in Brazil and Mexico. Our design allows to test the effect of social media on trust and trustworthiness. Survey respondents alternate as agents (politicians) and principals (voters). Players can cast votes, trust others with their votes, and cast entrusted votes. The players rewards are contingent on their preferred “candidate” winning the election. We measure the extent to which voters place their trust in others and are themselves trustworthy, that is, willing to honor requests that may not benefit them. Treated respondents are exposed to messages from in-group or out-group politicians, and with positive or negative tone. Results provide robust support for a negative effect of uncivil partisan discourse on trust behavior and null results on trustworthiness. The negative effect on trust is considerably greater among randomly treated respondents who engage with social media messages. These results show that engaging with messages on social media can have a deleterious effect on trust, even when those messages are not relevant to the task at hand or not representative of the actions of the individuals involved in the game.
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