Generic structure and APPRAISAL resources in the editorial article Free money

Editorial is one of news genres aiming for opinion making and persuading. These functions determine that there are abundant evaluative resources in this genre. Exploring evaluative resources in the editorial could be conducive to understanding editorial text better and providing sensible suggestions for English learners to produce effectively persuasive writings. In view of this, the present study sets out to analyze the generic structure of the editorial Free money, then examine usage patterns of APPRAISAL resources in this text, and finally explore variations of APPRAISAL resources at different stages of the genre of this text. All APPRAISAL resources were coded based on APPRAISAL system and analyzed from quantitative and qualitative perspectives. It shows that Free money employed discussion genre with exposition and challenge embedded in the Background stage. An investigation into the usage of APPRAISAL resources found that negative ATTITUDE resources were mainly used to form the prosody of the text; more negation and concession resources within ENGAGEMENT were deployed to contract the dialogue; far more force raising GRADUATION resources were applied to amplify the evaluation. The APPRAISAL resources used at different stages of the editorial demonstrate distinct features with the aim of serving specific function of each stage. For instance, attribution resources were used in Issue stage to expand the dialogue and engage the readers; invoked resources were primarily employed in Background stage to make the statement objective; far more negative impressions in Side stage indicated the author’s concern, and more inscribed resources in Resolution stage manifested author’s attitude and made the conclusion impressive.

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Comparing the semiotic construction of attitudinal meanings in the multimodal manuscript, original published and adapted versions of Alice’s Adventures in Wonderland

Semiotica ◽

10.1515/sem-2015-0029 ◽

2017 ◽

Vol 2017 (215) ◽

pp. 341-364

Author(s):

Yumin Chen

Keyword(s):

Negative Attitude ◽

Visual Design ◽

Visual Images ◽

Appraisal System ◽

Literary Works ◽

The Social ◽

Semiotic Approach ◽

Alice's Adventures In Wonderland ◽

Alice’S Adventures In Wonderland ◽

Shed Light

AbstractThis paper analyzes the attitudinal variations in multimodal literary works by comparing the manuscript, the original published edition, and eight contemporary adapted versions of Alice’s Adventures in Wonderland. Drawing upon the appraisal system of attitude (Martin and White 2005, The language of evaluation: Appraisal in English. London: Palgrave) and the social semiotic approach to visual images (Kress and Van Leeuwen 2006, Reading images: The grammar of visual design, 2nd edn. London: Routledge), the analysis demonstrates that the deployments of linguistic and visual attitudinal resources in the adapted texts differ from those in the manuscript and the original published work in terms of the semantic region, what is being appraised, positive or negative attitude, the explicit or implicit way of expression, and the degree of attitudinal commitment. Variations within different adaptations are found to accommodate the needs of different target audiences. It is also found that the intermodal relation in constructing the overall attitudinal stance shifts from complementarity in the manuscript to enhancement in the original published work and then to co-instantiation in the adaptations. The semiotic exploration may shed light on the understanding of the variations of meanings arising from the interplay of multiple semiotic resources in the different versions of the timeless multimodal literary classic.

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Vocal Communications of a Developmentally Delayed Child

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.1802.112 ◽

1987 ◽

Vol 18 (2) ◽

pp. 112-130

Author(s):

Mary Ann Romski ◽

Sharon Ellis Joyner ◽

Rose A. Sevcik

Keyword(s):

Language Learning ◽

Developmental Delays ◽

Developmentally Delayed ◽

Language Impaired ◽

Diary Data ◽

Word Acquisition ◽

Diary Studies ◽

Usage Patterns ◽

Vocal Communications ◽

Impaired Children

Studies of first-word acquisition in typical language-learning children frequently take the form of diary studies. Comparable diary data from language-impaired children with developmental delays, however, are not currently available. This report describes the spontaneous vocalizations of a child with a developmental delay for 14 months, from the time he was age 6:5 to age 7:7. From a corpus of 285 utterances, 47 phonetic forms were identified and categorized. Analysis focused on semantic, communicative, and phonological usage patterns.

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School-Based Speech-Language Pathologists' Adherence to Practice Guidelines for Assessment of English Learners

Language Speech and Hearing Services in Schools ◽

10.1044/2020_lshss-20-00037 ◽

2020 ◽

pp. 1-12

Author(s):

Virginia L. Dubasik ◽

Dubravka Svetina Valdivia

Keyword(s):

Professional Practice ◽

Practice Guidelines ◽

Case History ◽

English Learners ◽

Online Survey ◽

Dynamic Assessment ◽

Federal Legislation ◽

Assessment Practices ◽

Speech Language Pathologists ◽

School Based

Purpose The purpose of this study was to ascertain the extent to which school-based speech-language pathologists' (SLPs) assessment practices with individual English learners (ELs) align with federal legislation and professional practice guidelines. Specifically, we were interested in examining SLPs' use of multiple tools during individual EL assessments, as well as relationships between practices and number of types of training experiences. Method School-based SLPs in a Midwestern state were recruited in person or via e-mail to complete an online survey pertaining to assessment. Of the 562 respondents who completed the survey, 222 (39.5%) indicated past or present experience with ELs, and thus, their data were included in the analyses. The questionnaire solicited information about respondent's demographics, caseload composition, perceived knowledge and skills and training experiences pertaining to working with ELs (e.g., graduate school, self-teaching, professional conferences), and assessment practices used in schools. Results The majority of respondents reported using multiple tools rather than a single tool with each EL they assess. Case history and observation were tools used often or always by the largest number of participants. SLPs who used multiple tools reported using both direct (e.g., standardized tests, dynamic assessment) and indirect tools (e.g., case history, interviews). Analyses revealed low to moderate positive associations between tools, as well as the use of speech-language samples and number of types of training experiences. Conclusions School-based SLPs in the current study reported using EL assessment practices that comply with federal legislation and professional practice guidelines for EL assessment. These results enhance our understanding of school-based SLPs' assessment practices with ELs and may be indicative of a positive shift toward evidence-based practice.

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Predictors of Problematic Video Game Usage in Childhood and Adolescence

SUCHT - Zeitschrift für Wissenschaft und Praxis / Journal of Addiction Research and Practice ◽

10.1024/0939-5911.a000247 ◽

2013 ◽

Vol 59 (3) ◽

pp. 153-164 ◽

Cited By ~ 19

Author(s):

Thomas Mößle ◽

Florian Rehbein

Keyword(s):

Social Environment ◽

School Children ◽

Video Game ◽

Video Gaming ◽

Control Group ◽

Childhood And Adolescence ◽

Longitudinal Control ◽

Peer Problems ◽

Media Usage ◽

Usage Patterns

Aim: The aim of this article is to work out the differential significance of risk factors of media usage, personality and social environment in order to explain problematic video game usage in childhood and adolescence. Method: Data are drawn from the Berlin Longitudinal Study Media, a four-year longitudinal control group study with 1 207 school children. Data from 739 school children who participated at 5th and 6th grade were available for analysis. Result: To explain the development of problematic video game usage, all three areas, i. e. specific media usage patterns, certain aspects of personality and certain factors pertaining to social environment, must be taken into consideration. Video game genre, video gaming in reaction to failure in the real world (media usage), the children’s/adolescents’ academic self-concept (personality), peer problems and parental care (social environment) are of particular significance. Conclusion: The results of the study emphasize that in future – and above all also longitudinal – studies different factors regarding social environment must also be taken into account with the recorded variables of media usage and personality in order to be able to explain the construct of problematic video game usage. Furthermore, this will open up possibilities for prevention.

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