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Evaluation and instruction in PhD examiners' reports: How grammatical choices construe examiner roles
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In: Linguistics and Education (2020)
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Senior secondary English in New South Wales: Linguistic and epistemic perspectives
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Genre learning through oral interactions: A case study of students thesis writing in group writing conferences from sociocultural perspectives
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Formative assessment in an English academic writing class in Iran: The role of power and emotion
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Evaluation and instruction in PhD examiners' reports: how grammatical choices construe examiner roles
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Understanding the language of evaluation in examiners' reports on doctoral theses
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In: Linguistics and Education (2016)
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Abstract:
Despite their high stakes nature, examiners' reports on doctoral theses are a relatively unexplored genre. Very little work has been done, further, on how evaluative language constructs meanings in the reports. To better understand the evaluative language used in the reports, this study analyses the examination criteria established by a university in New Zealand and draws on the appraisal framework to examine 142 examiners' reports from that institution. We explore the examiners' reports through the generalised systems of attitude and engagement and extend the framework by suggesting more delicate options within appreciation and judgement and introduce two new concepts, covert judgement and embedded judgement. While it is primarily the thesis that is appreciated in the reports, in line with the university's examination criteria, it is often the case that the candidate is also judged and the examiner is affected.
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URL: https://doi.org/10.1016/j.linged.2015.06.004 http://hdl.handle.net/1885/98396
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Exploring Indonesian academics’ engagement with communities of practice of publications of research results in international journals
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Understanding the language of evaluation in examiners' reports on doctoral theses
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The implementation of an English-Medium (EMI) program as an educational change in a Vietnamese public university: A needs analysis study
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An investigation of learning transfer from an EAP pathway program: an academic literacies perspective
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