Burnishing and tarnishing in academic literacy

Conference item

Hao, Jing and Humphrey, Sally. (2012). Burnishing and tarnishing in academic literacy. In J. S. Knox (Ed.). To boldly proceed: Papers from the 39th International Systemic Functional Congress. Australia: The 39th International Systemic Functional Congress. pp. 15 - 20
AuthorsHao, Jing and Humphrey, Sally
Abstract

This paper reports on research which investigates the way authoritative status is achieved linguistically in students persuasive texts. Our study draws on resources within the APPRAISAL system of systemic functional linguistics to explain how writers justify their own research or position. This is achieved through a complex interaction of resources which unfold across these texts, to firstly bring in external academic sources and then strategically 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 explicit the linguistic resources that are needed to create authoritative tenor relationship in academic discourse and allow for effective guidance of students’ academic literacy learning.

Year2012
PublisherThe 39th International Systemic Functional Congress
Publisher's version
File Access Level
Controlled
Page range15 - 20
Research GroupSchool of Education
Place of publicationAustralia
EditorsJ. S. Knox
Permalink -

https://acuresearchbank.acu.edu.au/item/85x20/burnishing-and-tarnishing-in-academic-literacy

Log in to edit

Restricted files

Publisher's version

  • 139
    total views
  • 0
    total downloads
  • 3
    views this month
  • 0
    downloads this month
These values are for the period from 19th October 2020, when this repository was created.

Export as

Related outputs

Multimodal literacy in school science
Unsworth, Len, Tytler, Russell, Fenwick, Lisl, Humphrey, Sally, Chandler, Paul, Herrington, Michele and Pham, Lam. (2022). Multimodal literacy in school science Routledge. https://doi.org/10.4324/9781003150718
Digital storytelling and teachers' disciplinary multiliteracies
Humphrey, Sally Louise, Ngo, Thu Thi Bich and Wang, Tingjia. (2021). Digital storytelling and teachers' disciplinary multiliteracies. In Connecting Disciplinary Literacy and Digital Storytelling in K-12 Education pp. 59-84 IGI Global. https://doi.org/10.4018/978-1-7998-5770-9.ch004
The role of teachers’ disciplinary semiotic knowledge in supporting young bi/multilingual learners’ academic and reflexive multiliteracies
Humphrey, Sally. (2021). The role of teachers’ disciplinary semiotic knowledge in supporting young bi/multilingual learners’ academic and reflexive multiliteracies. Language and Education. 35(2), pp. 140-159. https://doi.org/10.1080/09500782.2020.1772282
New Descriptions of Metalanguage for Supporting English Language Learners’ Writing in the Early Years : A Discourse Perspective
Humphrey, Sally Louise and Hao, Jing. (2019). New Descriptions of Metalanguage for Supporting English Language Learners’ Writing in the Early Years : A Discourse Perspective. In The Handbook of TESOL in K-12 pp. 213-229 Wiley-Blackwell. https://doi.org/10.1002/9781119421702.ch14
Reading nominalizations in senior science
Hao, Jing and Humphrey, Sally. (2019). Reading nominalizations in senior science. Journal of English for Academic Purposes. 42, p. Article: 100793. https://doi.org/10.1016/j.jeap.2019.100793
‘We can speak to the world’ : Applying meta-linguistic knowledge for specialized and reflexive literacies
Humphrey, Sally. (2018). ‘We can speak to the world’ : Applying meta-linguistic knowledge for specialized and reflexive literacies. In In Harman, Ruth (Ed.). Bilingual learners and social equity : Critical approaches to systemic functional linguistics pp. 45-69 Springer. https://doi.org/10.1007/978-3-319-60953-9_3
We can speak to the world': applying meta-linguistic knowledge for specialized and reflective literacies
Humphrey, Sally. (2017). We can speak to the world': applying meta-linguistic knowledge for specialized and reflective literacies. In In R. Harman (Ed.). Bilingual Learners and Social Equity: Critical Approaches to Systemic Functional Linguistics pp. 45 - 69 Springer. https://doi.org/10.1007/978-3-319-60953-9
Academic literacies in the middle years: a framework for enhancing teacher knowledge and student achievement
Humphrey, Sally. (2017). Academic literacies in the middle years: a framework for enhancing teacher knowledge and student achievement Routledge.
Direct instruction fit for purpose: Applying a metalinguistic toolkit to enhance creative writing in the early secondary years
Humphrey, Sally Louise and Feez, Susan. (2016). Direct instruction fit for purpose: Applying a metalinguistic toolkit to enhance creative writing in the early secondary years. Australian Journal of Language and Literacy. 39(3), pp. 207 - 219.
Genre pedagogy in higher education: The SLATE Project
Dreyfus, Shoshana J., Humphrey, Sally Louise, Mahboob, Ahmar and Martin, James R.. (2016). Genre pedagogy in higher education: The SLATE Project Palgrave Macmillan.
Developing teachers' professional knowledge for discipline literacy instruction
Humphrey, Sally and Macnaught, Lucy. (2016). Developing teachers' professional knowledge for discipline literacy instruction. In In H. de Silva Joyce (Ed.). Language at work: Analysing language use in work, education, medical and museum contexts pp. 68 - 86 Cambridge Scholars Publishing.
EAP in school settings
Humphrey, Sally Louise. (2016). EAP in school settings. In In K. Hyland and P. Shaw (Ed.). The Routledge handbook of English for academic purposes pp. 447 - 460 Routledge.
Building a critical stance in academic and civic discourse : Burnishing and tarnishing
Humphrey, Sally. (2015). Building a critical stance in academic and civic discourse : Burnishing and tarnishing. TESOL International Journal. 10(1), pp. 47 - 61.
Peeling the onion - A textual model of critical analysis
Humphrey, Sally and Economou, Dorothy. (2015). Peeling the onion - A textual model of critical analysis. Journal of English for Academic Purposes. 17, pp. 37 - 50. https://doi.org/10.1016/j.jeap.2015.01.004
How one school has developed a metalinguistic toolkit for supporting multilingual students as writers
Humphrey, Sally L.. (2015). How one school has developed a metalinguistic toolkit for supporting multilingual students as writers. English in Australia. 50(1), pp. 55 - 65.
A 4X4 literacy toolkit for employment English language learners for academic literacies
Humphrey, Sally. (2015). A 4X4 literacy toolkit for employment English language learners for academic literacies. In In K. Malu and M. B. Schaefer (Ed.). Research on teaching and learning with the literacies of young adolescents pp. 49 - 72 Information Age Publishing.
Functional Language Instruction and the Writing Growth of English Language Learners in the Middle Years
Humphrey, Sally and Macnaught, Lucy. (2015). Functional Language Instruction and the Writing Growth of English Language Learners in the Middle Years. TESOL Quarterly. 50(4), pp. 792 - 816. https://doi.org/10.1002/tesq.247
Supporting the transference of knowledge about language within teacher education programs
Fenwick, Lisl, Endicott, Michele, Quinn, Marie and Humphrey, Sally. (2014). Supporting the transference of knowledge about language within teacher education programs. Australian Journal of Teacher Education. 39(11), pp. 81 - 107. https://doi.org/10.14221/ajte.2014v39n11.6
Developing deep understanding about language in undergraduate pre-service teacher programs through the application of knowledge
Fenwick, Lisl, Humphrey, Sally, Quinn, Marie and Endicott, Michele. (2014). Developing deep understanding about language in undergraduate pre-service teacher programs through the application of knowledge. Australian Journal of Teacher Education. 39(1), pp. 1 - 38. https://doi.org/10.14221/ajte.2014v39n1.4
Empowering adolescents for activist literacies
Humphrey, Sally. (2013). Empowering adolescents for activist literacies. Journal of Language and Literacy Education. 9(1), pp. 114 - 135.
And the word became text: A 4x4 toolkit for scaffolding writing in secondary English
Humphrey, Sally. (2013). And the word became text: A 4x4 toolkit for scaffolding writing in secondary English. English in Australia. 48(1), pp. 46 - 55.
Deconstructing written genres in Undergraduate Biology
Humphrey, Sally and Hao, Jing. (2013). Deconstructing written genres in Undergraduate Biology. Linguistics and the Human Sciences. 7(1), pp. 29 - 53.
Designing a reading pedagogy for undergraduate biology students
Humphrey, Sally. (2013). Designing a reading pedagogy for undergraduate biology students. Linguistics and the Human Sciences. 7(1), pp. 55 - 76. https://doi.org/10.1558/lhs.v7i1-3.55
Resourcing teachers to tide the semantic wave to whole school literacy development
Humphrey, Sally and Robinson, Sandra. (2012). Resourcing teachers to tide the semantic wave to whole school literacy development. In J. Wright (Ed.). Proceedings of the Joint AARE-APERA International Conference. Australia: Australian Association for Research in Education. pp. 1 - 12
Using a 4x4 framework for whole school literacy development
Humphrey, Sally L. and Robinson, Sandra H.. (2012). Using a 4x4 framework for whole school literacy development. In J S Knox (Ed.). To boldly proceed: Papers from the 39th International Systemic Functional Congress. Australia: The 39th International Systemic Functional Congress. pp. 81 - 86
A multi-level language toolkit for the Australian curriculum: English
Love, Kristina and Humphrey, Sally. (2012). A multi-level language toolkit for the Australian curriculum: English. Australian Journal of Language and Literacy. 35(2), pp. 173 - 191.
Understanding joint construction in the tertiary context
Dreyfus, S. J., MacNaught, L. and Humphrey, Sally. (2011). Understanding joint construction in the tertiary context. Linguistics and the Human Sciences (print version). 4(2), pp. 135 - 160. https://doi.org/10.1558/lhs.v4i2.135
Revisiting joint construction in the tertiary context
Humphrey, Sally Louise and MacNaught, Lucy. (2011). Revisiting joint construction in the tertiary context. Australian Journal of Language and Literacy. 34(1), pp. 98 - 116.
Working Grammar: An introduction for secondary English teachers
Humphrey, Sally, Love, Kristina and Droga, Louise. (2011). Working Grammar: An introduction for secondary English teachers Pearson Australia Group Pty Ltd.
Genre pedagogy meets e-learning: The LCC project in English Language Education
Mahboob, Ahmar, Humphrey, Sally, Webster, Jonathan, Wong, Eva, Wong, Crusher and Chan, A. (2010). Genre pedagogy meets e-learning: The LCC project in English Language Education. 5th International Symposium on Teaching English at Tertiary Level Hong Kong Polytechnic University. China: Department of English, The Hong Kong Polytechnic University. pp. 23 - 36
Appliable Linguistics and English Language Teaching: the Scaffolding Literacy in Adult and Tertiary Environments (SLATE) project
Mahboob, Ahmar, Dreyfus, Shoshana, Humphrey, Sally and Martin, J. R.. (2010). Appliable Linguistics and English Language Teaching: the Scaffolding Literacy in Adult and Tertiary Environments (SLATE) project. In Appliable Linguistics: Texts, contexts, and meanings pp. 25 - 43 Continuum International Publishing Group Ltd.
The 3x3: setting up a linguistic toolkit for teaching academic writing
Humphrey, Sally, Martin, J. R., Dreyfus, Shoshana and Mahboob, Ahmar. (2010). The 3x3: setting up a linguistic toolkit for teaching academic writing. In Appliable Linguistics: Texts, contexts, and meanings pp. 185 - 199 Continuum International Publishing Group Ltd.
Enacting rhetoric in the civic domain
Humphrey, Sally. (2010). Enacting rhetoric in the civic domain. English in Australia. 45(3), pp. 9 - 20.
Modelling Social Affiliation and genre in the Civic Domain
Humphrey, Sally. (2010). Modelling Social Affiliation and genre in the Civic Domain. In Appliable Linguistics: Texts, contexts, and meanings pp. 76 - 91 Continuum International Publishing Group Ltd.
The role of coupling in biological experimental reports
Hao, Jing and Humphrey, Sally. (2009). The role of coupling in biological experimental reports. Linguistics and the Human Sciences. 5(2), pp. 169 - 194. https://doi.org/10.1558/lhs.v5i2.169
Senior secondary English and its goals: making sense of 'The Journey'
Christie, F and Humphrey, Sally. (2008). Senior secondary English and its goals: making sense of 'The Journey'. In In Unsworth, Len (Ed.). New Literacies and the English Curriculum: Multimodal Perspectives pp. 215 - 237 Continuum International Publishing Group Ltd.
Games and law: History, content, practice and law
Fitzgerald, Brian, Humphrey, Sal, Banks, John A., Done, Keith and Suzor, Nic P.. (2007). Games and law: History, content, practice and law. In Brian F. Fitzgerald (Ed.). Open Content Licensing: Cultivating the Creative Commons. Sydney, NSW: Sydney University Press. pp. 196 - 229