Attribution in high-and low-graded persuasive essays by tertiary students

Bibliographic Data

ID20396089
AuthorsSook Hee Lee (Charles Sturt University Study Centre Sydney, corresponding author)
Year2010
Volume17
Issue2
Pages181-206
Publication date2010-12-02
Open AccessNo
TypeARTICLE
VenueFunctions of Language (JOURNAL)
Journal identifiersISSN: 0929-998X • E-ISSN: 1569-9765
PublisherJohn Benjamins Publishing Company (PUBLISHER • NL)
DOI10.1075/fol.17.2.02lee
OpenAlexW2095483898
LanguageEN
Citations received12

This paper explores cross-cultural and grade-based differences in the use of intertextual resources in persuasive essays written by tertiary students. Expressions of explicit intertextuality are analysed using the model of Attribution, an element of the engagement system formulated within the interpersonal metafunction of Systemic Functional Linguistics. The text analysis, supported by interview results, reveals that while there are some differences in the overall use of Attribution between native English speaking and ESL students, the most significant grade-based differences were found in expressions of Attribution and in the Attribution patterns adopted in the presentation of intersubjective claims supported by evidence. The differences identified are interpreted in terms of dialogic literacy perspectives. Pedagogical implications are discussed in terms of the contribution of the differences to the success of the essays, and the need to support academic literacy

Attribution · Dialogic · Interpersonal communication · Intertextuality · Linguistics · Literacy · Pedagogy · Sociology · Systemic functional linguistics · Discourse Analysis in Language Studies · Education and Critical Thinking Development · EFL/ESL Teaching and Learning · Philosophy · Psychology · Social Psychology

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