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The Larger Research Project & BAWE 2. Disciplinary Differences & Theme 3. Two Classifications of Grammatical Subjects: Gosden and MacDonald Issues and Applications to BAWE 5. A tentative framework for ISS analysisRZ " Z*" Z$J$&z  Y Larger Research Project   An investigation of genres of assessed student writing in higher education. Corpus of British Academic Written English (BAWE) Characteristics of proficient student writing Comparisons across disciplines Comparisons across years   BAWE Corpus Grid *$Planned Corpus Size     The current 24 (+ 4) disciplines ! 6.2. Disciplinary Differences&   rBecher & Trowler (2001)  sociological  Sciences  established paradigm Social sciences  different methodologies and frameworks Humanities  interpretations based on personal insight*4    7/Disciplinary differences cont.  LParry (1998) s analysis of thesis structure: Sciences: report & explanation Social sciences: explanation & argument Humanities: argument with recount & narrative JZ. %  80KDisciplinary Differences: Linguistic Analyses of Field (Ideational Meaning)L(2$ L v A. Theme (numerous SFL) B. Sentence subjects (MacDonald, Gosden) C. Initial Sentence Subjects (proposed here) ww&>  3 +#Theme    Numerous detailed studies of Theme show its ability to characterise disciplines: E.g. North (2005), Hewings (2004), Whittacker (1995), McCabe (2004), Lewin, Fine & Young (2001), Halliday & Martin (1993), Martin & Veel (1998), Ravelli & Ellis (2004), Moore (2002). e                  Significance of Theme  \E.g. Coffin & Hewings (2004:157):  Theme is used to signal what a message is about and the writer s angle on that message, and to signpost the development of the text &   92!Macro-Theme: Martin (1992: 437) ""$ " ~ Macro-theme:  sentence or group of sentences which predicts a set of hyper-themes Hyper-theme:  introductory sentence or group of sentences which is established to predict a particular pattern of interaction among strings, chains and Theme selection macro-Theme: text:: hyper-Theme:: paragraph:: Theme:: clause V@ I @ @ "Unmarked Topical Theme  Subject in declarative sentences Marked themes are less frequent (e.g. McCabe, Gosden) From its formation in 1903, (H154)  From a discourse perspective, marked Theme and unmarked Theme generally do different work & marked Themes scaffolding phases/ stages of discourse (genre oriented), and unmarked Themes sustaining the angle on the field (field oriented)  two complementary aspects of Fries method of development. (Martin sysfling list 8/18/03) BZ\#A`@O  [   #Angle on Field  Unmarked topical theme ~ Subject  [topical, unmarked] Theme & provides the text s angle on its field (Martin 1993:244) Cf  Schizophrenia and  the pursuit of an acceptable definition of schizophrenia (PS55)"iZmZ&}  W $Why Grammatical Subject?  Conflates with unmarked topical theme in academic writing so gives angle on field Appears less  technical than Theme for non SFL linguists (and RAs) Empirical findings in terms of disciplinary differences AND levels of study HRZZZZZ  :1(   RMacDonald s analysis of Sentence Subjects**( * %Levels of Study  21st year undergraduates in Geography use more unmarked topical Themes (Subjects) identifying people, places, things or abstract qualities, and thus their writing sounds more descriptive, whereas 3rd year students adopt a more critical stance and make more references to the literature. Hewings (2004:140-2)63m&   ' Empirical applications to BAWE  1. Does student writing in English, History and Psychology exhibit features similar to those described by SPM for professional writers? 2. Does student writing in Sciences exhibit features similar to those described by Gosden for professional writers? &   (! BAWE data  Student assignments: 5 English (EN) essays, 5 History (HI) essay, 5  Intro to Psychology essays, 5  Psychology Practicals essays, 5 Biology (BS) essays. All chosen by module, by highest marks and where possible by same student "ZZ&s   m ,%English and History   SPM found 75-85% Subjects in English and History from Phenomenal classes Student writing similar (e.g. Prince Arthur) SPM found History favoured Groups Student writing not similar  reflects SPM s data on New England colonial migration and inheritance patterns.$g &  B )" Psychology  SPM found over 60% Subjects from epistemic classes Student writing similar e.g. the pursuit of an acceptable definition of schizophrenia C.f. other studies of student writing Witte & Cherry (1986), Hewings (2004) $Q8O&    /(Sciences  Gosden found a predominance of real world subjects (77%) and within this real world entities (56%) BAWE data shows similar findings  =5   4,Different years of study  English: possible progression from Entities in the Real World Domain (individuals and semiotic entities) to Interactive Participants (e.g. Nin, Lupini) History: possible progression from Real World Domain (individuals, semiotic entities and groups) to Hypothesised Entities in HI2 (?) to Interactive Participants HI3 (Weber, Seeley). Philosophy from  Abstract Concepts time, qualia, memory in PH1 to specific viewpoints Kant s & Frege s & in PH2 to Theories theory, paradox in PH3 XPu t      0  0 ;3,Analysis of Sentence Subjects in BAWE shows:--( - Differences in how knowledge is construed, not the ontological status of  genes or  e-coli , across disciplines & years Differences in linguistic choices writers make, not their  level of thinking per se Cf  The thesis I wish to argue is that Prince Arthur & .   &  9 .'Issues in SPM & HG Analyses  Disciplinary specificity of the classifications When does a  real world author become an  interactive participant [Gosden] Level of contextual understanding needed for sciences in particular was high Differences in analysis: e.g. our data would be Participant Viewpoint (Gosden) and Reasons (SPM) VERY labour intensive for 3500 texts&RZ`@u    9 1)5. ISS Proposal  Analysis of Initial Sentence Subjects only Aim to describe large numbers of texts and disciplines across 4 years Aim to provide a snapshot of differences in angle on field across the years and across the disciplines   2*ISS Classification  Draws on Australian work on academic language, particularly on published scientific writing, and academic language across the disciplines Esp. Wignell (1998) and Martin & Veel (1998), Halliday & Martin (1993), Ravelli & Ellis (2004) gt          9ANGLES on field: academic domain (fabricated examples)(:99 (     <4'Characterising Disciplinary Differences((( ( <English, History and Philosophy can be characterised as progressing from year 1-3 in Abstractness (from left to right) Psychology can be characterised as progressing in Abstractness (from right to left) or at least spreading across all levels of abstraction Biological sciences construes phenomena in technical terms=Z= = Mapping TV and Economics  ( 5-Final Comments  %Demonstrated the potential of Initial Sentence Subject Analysis to capture disciplinary differences and differences across years of study in a corpus of student writing More work needed to establish categories through reactances in the grammar (e.g. participant roles & grammatical metaphor) &   B    0` 33` Sf3f` 33g` f` www3PP` ZXdbmo` \ғ3y`Ӣ` 3f3ff` 3f3FKf` hk]wwwfܹ` ff>>\`Y{ff` R>&- {p_/̴>?" dd@,|?" dd@   " @ ` n?" dd@   @@``PR    @ ` ` p>> $(    6ˍ  `}  T Click to edit Master title style! !  0p΍  `  RClick to edit Master text styles Second level Third level Fourth level Fifth level!     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PH3 The pursuit of an acceptable definition PS1 n # C# # # # # v "d  k @` 4 <F?%D f4Interactive Discourse Entity Recent literature reviews and meta-analyses PS1 The work of Jean Piaget (1896-1980) PS1 Research into & PS1 Micro Discourse EntityTwo parts to this question PS3 Macro Discourse Entity This essay EN3 Discourse Process [the conclusion]  # o# # # # # # # Vu *   7 @` 4 <F? % AInteractive Participant Barbara Lupini EN2 Anais Nin EN3 Max Weber HI3 John Robert Seeley HI3 Dion, Berscheid and Walster (1972) PS1 Participant Viewpoint Discourse Participant I EN1 (We EN1)  # x# # # # #  )  *    @` 4 <`F? ,`% n Phenomenal Domain* #  @` 4 <wF?D, % #Hypothesized and Objectified Domain*$ ##  @` 4 <DF?,D% lDiscourse Domain* #  @` 4 <F? ,% |Participant Domain8 # #  @`ZB 4 s *1 ? ,`,ZB 4 s *1 ? `ZB 4 s *1 ? , ZB 4 s *1 ?`,`ZB 4 s *1 ? %`%ZB 4 s *1 ?,ZB "4 s *1 ?D,DZB %4 s *1 ? , H 4 0޽h ? 3380___PPT10.sq10  0   0(   x   c $AF `}  F x   c $ ` F H   0޽h ? 3380___PPT10.r0  0 ,0(  ,x , c $F `}  F x , c $F ` F H , 0޽h ? 3380___PPT10.r=Z$  0 $(  r  S F `}  F r  S #F ` F H  0޽h ? 3380___PPT10.ry$  0 $(  r  S hF `}  F r  S |F ` F H  0޽h ? 3380___PPT10.r]?*$  0 $(  r  S !F `}  F r  S \"F ` F H  0޽h ? 3380___PPT10.rp:*  0 p)h)6t)(  lr l S C `  C  o B C$$ " 'x  ` t #"*N ` o <B?{ ` T  @` o <C?S { T  @` o <@C?P S T  @` o <C? 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EN2 Maud EN2 This papal bull HI2 3 # # #### @` = <ZB?T  mSemiotic Entities* # @` < <0B?  cI EN1, ## @` ; <\B?j  V  @`i : <DB? j  EBarbara Lupini EN2 Anais Nin EN3 Max Weber HI3 John Robert Seeley HI38 3 E#>* @` 9 <  <RA?Z #  NThe soit-disant  Age of Absolutism HI2(( '#  @`  <hA? Z 5The Cold War HI1 The .. Revolution HI1 The SA war HI38 % 5# @`  <HqA?   rEntities with duration* # @`  <yA?oW`  V  @`  <A?Wo  V  @`  <A?# W  V  @`  <,A?ZW#  V  @`  <A?WZ  *The development of the vertebrate limb BS3(+ *# @`  <PA? W  mMaterial entities* # @`  <XA?o`W V  @`C  <`A?oW eThe pursuit of an acceptable definition of schizophrenia PS1 Approaches to the study of eminence PS38> ( e# @`2  <A?# W 2Research into & PS1 The construction of an expectancy-based model of melodic complexity PS3 Examination of the subcellular distribution of molecules..BS28  #o   @`  <A?Z# W $vThe accepted view amongst historians .. HI2 The priority HI1 Its status as a special case of logical consequence.. 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WDHE 2006r.-՜.+,D՜.+,`    On-screen Show brookvale road$ (Arial WingdingsTimes New RomanDefault DesignSentence Subjects and Angle on Field: Mapping ideational meaning across subject areas and years of study in a corpus of assessed student writingPaper OutlineLarger Research Project BAWE Corpus GridPlanned Corpus Size!The current 24 (+ 4) disciplines2. Disciplinary DifferencesDisciplinary differences cont.LDisciplinary Differences: Linguistic Analyses of Field (Ideational Meaning)Theme Significance of Theme"Macro-Theme: Martin (1992: 437) Unmarked Topical ThemeAngle on FieldWhy Grammatical Subject? Slide 16*MacDonalds analysis of Sentence SubjectsLevels of StudyEmpirical applications to BAWE BAWE dataEnglish and History Psychology Sciences Different years of study-Analysis of Sentence Subjects in BAWE shows:Issues in SPM & HG Analyses5. 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