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Volume 7 Number 2
  • ISSN 2589-7233
  • E-ISSN: 2589-7241
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Abstract

This paper analyses the presence of appraisal in teachers’ discourse during interaction with pupils in a joint rewriting activity. This activity is part of the SFL-based genre pedagogy programme Reading to Learn (Rose and Martin 2012). The study is based on the appliability of SFL, specifically appraisal theory (Martin and White 2005), as a tool for constructing pedagogical action aimed at the appropriation of linguistic resources. The analysis focuses on the manifestations of , and from appraisal theory, as well as the dimension of , added to the appraisal framework. The results show the presence and relevance of appraisal theory as “capable of and designed for being applied” (Halliday and Burns 2006: 124) in pedagogical action.

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2026-04-03
2026-05-11
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