1 |
Evaluation and instruction in PhD examiners' reports: How grammatical choices construe examiner roles
|
|
|
|
In: Linguistics and Education (2020)
|
|
Abstract:
One of the principal roles of a PhD examiner is to judge ‘both the potential of the researcher and the quality of the research’ (Holbrook, Bourke, Fairbairn, & Lovat, 2014, p. 986). While examiners may be guided by criteria supplied by universities, the descriptors they are provided with can often be open to interpretation. Interpreting an examiner's report can present a challenge to students and their supervisors, exacerbated by the often ambiguous use of language in the reports. This article examines the discourses of evaluation and instruction in 142 PhD examiners’ reports on theses submitted at an Australasian university. The paper draws on systemic functional linguistics, in particular transitivity (Halliday & Matthiessen, 2014), in order to examine the reports. The study revealed that examiners can adopt up to 10 “roles” in their reports, each of which can be co-present in a single report. The inability to differentiate between these roles, we argue, is potentially frustrating for the audience of the reports (candidates, supervisors, departmental heads, etc.), particularly when interpreting whether a comment in the text represents an evaluation, an instruction, or an aside. By revealing these multiple, yet co-present, roles in examiners’ reports and their associated linguistic realisations, we hope to raise examiners’ awareness of the implications of the language they use when writing their reports as well as draw thesis supervisor and institutional attention to the ambiguities inherent in this underexplored genre ; The authors gratefully acknowledge the support of the Australian Research Council Discovery Project DP110103007 in supporting the project that produced the data examined in this article.
|
|
Keyword:
Discourse analysis; Examiners’ reports; Grammatical choices; Language of evaluation; Mood; PhD thesis; Roles; Systemic functional linguistics; Theme; Transitivity
|
|
URL: http://hdl.handle.net/1885/218023 https://doi.org/10.1016/j.linged.2017.07.008 https://openresearch-repository.anu.edu.au/bitstream/1885/218023/3/1-s2.0-S0898589817300050-main.pdf.jpg
|
|
BASE
|
|
Hide details
|
|
2 |
Senior secondary English in New South Wales: Linguistic and epistemic perspectives
|
|
|
|
BASE
|
|
Show details
|
|
4 |
Genre learning through oral interactions: A case study of students thesis writing in group writing conferences from sociocultural perspectives
|
|
|
|
BASE
|
|
Show details
|
|
5 |
Formative assessment in an English academic writing class in Iran: The role of power and emotion
|
|
|
|
BASE
|
|
Show details
|
|
6 |
Evaluation and instruction in PhD examiners' reports: how grammatical choices construe examiner roles
|
|
|
|
BASE
|
|
Show details
|
|
7 |
Understanding the language of evaluation in examiners' reports on doctoral theses
|
|
|
|
In: Linguistics and Education (2016)
|
|
BASE
|
|
Show details
|
|
8 |
Exploring Indonesian academics’ engagement with communities of practice of publications of research results in international journals
|
|
|
|
BASE
|
|
Show details
|
|
10 |
Understanding the language of evaluation in examiners' reports on doctoral theses
|
|
|
|
BASE
|
|
Show details
|
|
12 |
The implementation of an English-Medium (EMI) program as an educational change in a Vietnamese public university: A needs analysis study
|
|
|
|
BASE
|
|
Show details
|
|
13 |
An investigation of learning transfer from an EAP pathway program: an academic literacies perspective
|
|
|
|
BASE
|
|
Show details
|
|
|
|