AN APPRAISAL ANALYSIS OF CRITICAL REVIEWS WRITTEN BY UNDERGRADUATE STUDENTS OF ENGLISH LANGUAGE EDUCATION

Sri Wuli Fitriati, Betari Irma Ghasani

Abstract


This paper discusses the analysis of evaluative language (or, appraisal) in students‘ writing production. The data were taken from a group of undergraduate students in a Genre-Based Writing course in the English Department at a state university in Semarang, Central Java. The focus of the study is at the use of appraisal in the students‘ critical reviews of a conference paper. Appraisal refers to the choice of words, phrases, and structures used by speakers or writers to reveal their stance, thinking, and feelings on an issue. Situated in Systemic Functional Linguistics and a genrebased approach, the aim of the paper is two fold: Firstly, to analyse how the students organize their critical reviews in terms of generic structure. Secondly, to analyse what appraisal resources used by the students in their critical reviews. In the data analysis, the organization of the texts is examined by using a critical review template suggested by Thomson Rivers University Writing Center, as the template is not only helpful but also practical for English language learners, and the use of appraisal is analysed using the appraisal theory developed by Martin and White (2005). The finding shows that almost all the students organized their texts following the generic structure of a critical review. It also shows that the students use appraising items which dominantly indicate their appreciation (attitude), proclaim (engagement), and force (graduation). Finally, this paper discusses some pedagogical significance of this study on the teaching of writing; in particular in developing students‘ voice on critical reviews.

Keywords


appraisal, critical reviews, undergraduate students‘ writing, written discourse analysis

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