Getting interpersonal on a university entrance exam impromptu writing task

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• 作者：Gordon Myskow^a ; ^{gmyskow@gmail.com} ; ^{gordon@toyo.jp}  ; [Author Vitae] ; Kana Gordon^b ; ¹ ; ^{kanalg@gmail.com}  ; [Author Vitae]
• 关键词：Academic writing ; Appraisal theory ; University EFL entrance exam ; Writing prompt
• 刊名：Journal of English for Academic Purposes
• 出版年：2012
• 期刊代码：30_14751585
• 类别：art
• 出版时间：June, 2012
• 卷：11
• 期：2
• 页码：90-98
• 文件大小：163 K

摘要

This article explores the types of audience engagement strategies used by a Japanese secondary school student in an after school course preparing for a high-stakes impromptu academic writing task on a university entrance exam. The study uses appraisal theory鈥攖he branch of Systemic Functional Linguistics (SFL) concerned with the patterning of interpersonal meaning in discourse鈥攖o track the changes in the engagement strategies used by the student. The article also details various instructional techniques employed by the teacher to help students gain insights into the beliefs and values of the university鈥檚 admissions officers. The findings show the participant鈥檚 post-test to be more overtly dialogized than the pre-test with an increase in both the amount and variation of engagement strategies. The study also explores possible pedagogical implications for reader-oriented instructional approaches.