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Evaluative stance in high achieving Year 3 persuasive texts


Thomas, DP and Thomas, AA and Moltow, DT, Evaluative stance in high achieving Year 3 persuasive texts, Linguistics and Education: An International Research Journal, 30 pp. 26-41. ISSN 0898-5898 (2015) [Refereed Article]

Copyright Statement

Copyright 2015 2015 Elsevier Inc.

DOI: doi:10.1016/j.linged.2015.03.003


This paper seeks to explicate the broad range of evaluative language choices made by Tasmanian Year 3 students who scored highly on the 2011 National Assessment Program – Literacy and Numeracy writing test. Each text is analysed using the three systems of Appraisal (Martin & White, 2005) from systemic functional linguistics (Halliday, 1994), highlighting how these young writers attempted to persuade their readers. Building on prior studies into young students’ use of evaluative language in their writing, this paper aims to provide a starting point for Year 3 educators who wish teach language choices that are highly valued in the context of formal examinations. This paper highlights that even at the young age of eight years old, students must demonstrate a wide range of complex language skills to write effective persuasive texts.

Item Details

Item Type:Refereed Article
Keywords:Persuasive writing, Appraisal analysis, Systemic functional linguistics, NAPLAN
Research Division:Education
Research Group:Curriculum and pedagogy
Research Field:English and literacy curriculum and pedagogy (excl. LOTE, ESL and TESOL)
Objective Division:Education and Training
Objective Group:Learner and learning
Objective Field:Learner and learning not elsewhere classified
UTAS Author:Thomas, DP (Dr Damon Thomas)
UTAS Author:Thomas, AA (Dr Angela Thomas)
UTAS Author:Moltow, DT (Dr David Moltow)
ID Code:99881
Year Published:2015
Web of Science® Times Cited:3
Deposited By:Education
Deposited On:2015-04-15
Last Modified:2018-04-05

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