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to boldly proceed ...The result is a knower code, where it would seem students are expected to teach themselves,and where the ideal knower is (already) Danish. The students in this study are thus leftfloundering from an epistemic and (second) language perspective with hardly a chance ofbeing seen as legitimate within the school context.Despite the insights offered by the linguistic analysis using ESA, the findings in this paperclearly point to the need for further, complementary sociological analysis using LCT to shedlight on the underlying pedagogical issues at stake in such classrooms as the one observedhere.5 ReferencesAlinea. (2007). SAT UD – et online undervisningsforløb i historie og dansk for mellemtrinnet. København:Alinea.Bernstein, B. B. (1990). The structuring of pedagogic discourse. London ; New York: Routledge.Bernstein, B. B. (1996). Pedagogy, symbolic control and identity - theory, research, critique. London ;Washington, D.C.: Taylor & Francis.Bernstein, B. B. (2000). Pedagogy, symbolic control and identity – theory, research, critique (2 ed.). London:Taylor & Francis Publishers, Ltd.Chall, J. S., Jacobs, V. A., & Baldwin, L. E. (1990). The reading crisis : why poor children fall behind.Cambridge, Mass.: Harvard University Press.Christie, F., & Martin, J. R. (Eds.). (2007). Language, Knowledge and Pedagogy: Functional linguistic andsociological perspectives. London: Continuum.Dreyfus, S. (2006). When there is no speech: a case study of the nonverbal multimodal communication of achild with an intellectual disability. PhD, University of Wollongong, Wollongong.Eggins, S., & Slade, D. (2005). Analysing casual conversation: Equinox.Gitz-Johansen, T. (2006). Den multikulturelle skole - integration og sortering. Frederiksberg: RoskildeUniversitetsforlag.Hunt, I. (1991). Negotiation in Joint Construction: teaching literacy in early childhood. Honours Thesis.Linguistics. University of SydneyMartin, J. R. (1992). English Text - System and Structure. Philadelphia/Amsterdam: John Benjamins PublishingCompany. Martin, J.R. (2006). Metadiscourse: Designing Interaction in Genre-based Literacy Programs, in R. Whittaker,M. O'Donnell and A. McCabe (eds) Language and Literacy: Functional Approaches. London: Continuum,95-122.Martin, J. R. & Rose, D. (2007a). Interacting with Text: the Role of Dialogue in Learning to Read andWrite, Foreign Languages in China. 4 (5): 66-80Martin, J. R., & Rose, D. (2007b). Working With Discourse: Meaning beyond the clause (2 ed.). London:Continuum.Maton, K. (2000). Languages of Legitimation: the structuring significance for intellectual fields of strategicknowledge claims. British Journal of Sociology of Education, 21(2), 147-167.Maton, K. (2010). Knowledge & knowers : towards a realist sociology of education. London: Routledge.Maton, K. (forthcoming). Knowledge and Knowers: Towards a realist sociology of education. London:Routledge.Rose, D. (2011). Meaning beyond the margins: learning to interact with books. In S. Dreyfus, S. Hood & M.Stenglin (Eds.), Semiotic Margins: reclaiming meaning (pp. 177-209). London: Continuum.Sinclair, J. M., & Coulthard, R. M. (1975). Towards an analysis of discourse: the English used by teachers andpupils. Oxford: Oxford University Press.Undervisningsministeriet. (2005). Fælles Mål Faghæfte 19 - Dansk som andetsprog. Copenhagen, Denmark.Undervisningsministeriet. (2011). Hjælp til skoler med mange tosprogede elever. Press Release Retrieved 01-11-2011, from http://www.uvm.dk/Aktuelt/~/UVM-DK/Content/News/Udd/Folke/2011/Jun/110621-Hjaelptil-skoler-med-mange-tosprogede-eleverVentola, E. (1987). The structure of social interaction : a systemic approach to the semiotics of serviceencounters. London: F. Pinter.14
Papers from the 39th ISFCBurnishing and tarnishing in academic literacyJing HaoUniversity of Sydneyjhao6986@uni.sydney.edu.auSally L HumphreyAustralian Catholic UniversityStrathfield, NSWSally.humphrey@acu.edu.auAbstractThis paper reports on research which investigates the way authoritative status is achieved linguistically instudents persuasive texts. Our study draws on resources within the APPRAISAL system of systemic functionallinguistics to explain how writers justify their own research or position. This is achieved through a complexinteraction of resources which unfold across these texts, to firstly bring in external academic sources and thenstrategically evaluate them. These configurations of linguistic resources are glossed as ‘burnishing’ and‘tarnishing’ (Humphrey & Hao in press). The concepts of burnishing and tarnishing enable us to make explicitthe linguistic resources that are needed to create authoritative tenor relationship in academic discourse and allowfor effective guidance of students’ academic literacy learning.1. IntroductionManaging evaluative resources is crucial for students in constructing academic arguments.According to Hood (2004:18), part of the apprenticeship as an undergraduate has to do with‘building solidarity with the academic discourse community while at the same timeconstructing differences that provide space for their own research in their academic writing’.One important way in which audiences are persuaded to the student writer’s position is bystrategically situating that position in relation to the sources which are brought into the text.This work requires both positive and negative evaluation of external sources as well aspositive evaluation of the internal source (i.e. the semiotic representation of the studentwriter). Evaluating sources positively or negatively requires configurations of ideational andinterpersonal resources which are glossed as ‘burnishing’ and ‘tarnishing’ 9 (Humphrey &Hao in press). This paper proposes a set of linguistic resources at stake for achievingburnishing and tarnishing in undergraduate students’ writing. We focus on interactions ofinterpersonal resources from within the APPRAISAL systems of ENGAGEMENT, ATTITUDE andGRADUATION (a full account of ideational and interpersonal meanings at stake cannot beprovided here). We illustrate these resources in two persuasive texts produced byundergraduate biology and performance studies students. While our focus is on theinstantiation of the resources to inform pedagogical practices, the concepts of burnishing andtarnishing can also be viewed from the perspective of affiliation/individuation in terms ofhow students use these resources to align with their discourse communities and at the sametime create their own research space.2. Theoretical foundationsEducational linguists working within various traditions of genre (Hyland 2005, Swales 1990)have long been concerned to explain the rhetorical unfolding of academic arguments and thewriter’s role in positioning audiences in appropriately authoritative ways. Until relativelyrecently however, insufficient knowledge of the linguistic resources involved in suchpositioning has limited the pedagogic value of these explanations. With the development ofsystems of evaluative resources known as APPRAISAL, Sydney School genre theorists have9 These terms were initially suggested by Professor Jim Martin (personal communication) for the workdescribed here.15
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