- Title
- An examination of feedback on draft essays, using Halliday's definition of context:
- Creator
- Quinn, Lynn
- Date Issued
- 2009
- Date
- 2009
- Type
- text
- Type
- article
- Identifier
- http://hdl.handle.net/10962/69500
- Identifier
- vital:29544
- Identifier
- https://doi.org/10.1080/10286632.2016.1255206
- Description
- An historical structural understanding underpins the research reported on in this paper. The ideas of the systemic functional linguist, Michael Halliday, are used to examine a draftingresponding-redrafting process used to develop students'. academic writing in the English Language for Academic Purposes (ELAP) course at Rhodes University. Using the Hallidayan framework, I examine how the process can help students adapt to the broader culture of the university and at a more micro level how the comments made by the respondent can help student writers to acquire the academic literacy required to write essays in the context of situation of the ELAP course. The features of field, tenor and mode and their associated textual meanings (that is, experiential meaning, interpersonal meaning and textual meaning) are used to categorise the ways in which comments made at the draft stage of the writing process can develop students' writing. As a result of my research I argue in this paper that it might be useful for writing consultants/lecturers to think of their feedback to students' writing in terms of these categories and to consider whether they have helped students to develop their writing by taking into account the features of the particular social context in which the writing takes place.
- Format
- 17 pages
- Format
- Language
- English
- Relation
- Per Linguam
- Relation
- Quinn, L., 2000. An examination of feedback on draft essays, using Halliday's definition of context. Per Linguam, 16(1).
- Relation
- Per Linguam volume 16 number 1 1 17 2000 2224-0012
- Rights
- Quinn, Lynn
- Rights
- Use of this resource is governed by the terms and conditions of the Per Linguam Open Access Policy
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