研究生在合作写作中的评价资源运用研究

The Use of Evaluative Resources by Postgraduate Students in Collaborative Writing

学术写作通常涉及作者对命题和论点的立场、态度及评价。本研究基于评价系统,通过分析写作文本、访谈及小组讨论记录,考察研究生在小组合作写作中的评价资源运用及其背后的社会互动要素。结果显示,合作写作文本以鉴赏资源为主导,抑制个人情感表达,同时通过投射外部声音及运用模糊词来扩张潜在对话空间。活动系统分析发现,各级写作共同体能够帮助作者感知文本多声性,写作资源使学生积极应对语类及学科差异,矛盾和冲突的解决利于作者创设恰当的评价理念。总之,学生通过活动系统内的互动和中介效应实现了评价意义主体性及主体间性的双重构建。

Authors.stances,attitudes and evaluations feature prominently in academic writing.Drawing on the appraisal system,this study investigates postgraduate students.use of evaluative resources and social-interactive factors involved in collaborative writing.The data include texts,interviews and records of group discussions.The results demonstrate a dominant use of appreciation resources by students to decrease personalized affections and an expanded dialogical space in texts illustrated by non-authorial voices and hedges.The analysis of activity system reveals that the collaborative community helped students to perceive heteroglossic engagement resources.Moreover,the various writing resources used and the resolution of contradictions enabled students to cope with genre and disciplinary differences more positively and to establish an appropriate pattern of academic evaluation.The construction of subjectivity and inter-subjectivity in evaluative meaning were both ultimately realized via interactions and mediation effects within the activity system.