Synopses & Reviews
Synopsis
Chapter 1 Contrastive Rhetoric1.1 Introduction and Origins 1.2 Criticisms of Early Contrastive Rhetoric1.3 Expansion of Contrastive Rhetoric 1.4 Research Considerations 1.5 Contrastive Chinese-English studies of voice and critical stance 1.6 SFL as a useful framework for contrastive rhetoric research 1.7 Attitudinal Evaluation in Chinese University Students' English Writing: A Contrastive Perspective Chapter 2 Evaluation in Student Writing: Constructing Interaction, Voice and Stance2.1 Audience Interaction and Student Writing 2.2 Voice, Audience and Student Writing 2.3 Voice, Stance and Evaluation Chapter 3 Linguistic Study of Evaluation in Writing3.1 Evaluation in Interaction 3.2 The Appraisal Framework 3.3 Relevant studies on Appraisal 3.4 Specific enquiry of the study Chapter 4 A Study of Attitude in Student Writing4.1 Contrastive Rhetoric Research with an Expanded Framework and Improved Design 4.2 University Contexts for the Study 4.3 Written Data Collection 4.4 Attitudinal analysis 4.5 Summary Chapter 5 Appraisal Analysis5.1 A cross-linguistic comparison between English writing and Chinese writing: EE and CC 5.2 A cross-cultural comparison between EE and CEE 5.3 A within-language comparison between CC and CEC 5.4 A within-subject comparison between CEE and CEC 5.5 Summary Chapter 6 Conclusions and ImplicationsReferencesAppendices
Synopsis
Provides a comprehensive and multidimensional investigation of attitudinal evaluation in foreign language learners' English writing
Presents a methodological model for conducting ecologically valid contrastive discourse analysis
Offers a valuable reference guide to applying the appraisal framework in textual analysis
Synopsis
This book offers up-to-date insights into the long-standing controversy of whether or not Chinese learners of English adequately express their attitudes in written English. It compares four writing datasets from three groups of student writers (e.g., English-speaking students' English texts, Chinese-speaking students' Chinese texts, and both English and Chinese texts produced by the same group of Chinese-speaking students majoring in English), and applies the appraisal framework, an analytical tool developed in the field of Systemic Functional Linguistics. The book provides a nuanced view of the deployment of attitudinal patterns and the linguistic resources used for attitudinal evaluation in Chinese students' English writing. Accordingly, it offers a valuable resource for all those interested in second language writing, contrastive rhetoric, second language acquisition and systemic functional linguistics.