Burnishing and tarnishing in academic literacy

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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
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