Sentence Subjects and

Angle on Field: Mapping ideational meaning across

subject areas and years of study in a corpus of assessed student writing

Sheena Gardner, s.f.gardner@warwick.ac.uk

WDHE 2006

Paper Outline

1. The Larger Research Project & BAWE

2. Disciplinary Differences & Theme3. Two Classifications of Grammatical

Subjects: Gosden and MacDonald4. Issues and Applications to BAWE5. A tentative framework for ISS

analysis

Larger Research Project

• An investigation of genres of assessed student writing in higher education.

• Corpus of British Academic Written English (BAWE)

• Characteristics of proficient student writing

• Comparisons across disciplines

• Comparisons across years

BAWE Corpus Grid

1 2 3 4

Arts & Humanities

Social Sciences

Life Sciences

Physical Sciences

Planned Corpus Size8 assignments x 4 modules (=32)

from 4 years (32 x 4 = 128)from 24 main disciplines (=3072),

+ 64 from 4 () disciplines (=256)

+ 172 “other” assignments

= total 3500 assignments

The current 24 (+ 4) disciplinesO-Brookes Reading Warwick

AH English StudiesHistory of Art

ArchaeologyClassicsApplied Linguistics

History(Philosophy)

LS Health & Social Care

Plant BiosciencesFood Sciences Agriculture

Biological Science/ BiochemistryMedicinal Science(Psychology)

PS Computing Architecture

Cybernetics EngineeringPhysics, Chemistry(Mathematics)

SS AnthropologyHospitality, Leisure & Tourism Publishing Studies

Law SociologyBusiness(Economics)

2. Disciplinary Differences

Becher & Trowler (2001) –sociological –

• Sciences – established paradigm

• Social sciences – different methodologies and frameworks

• Humanities – interpretations based on personal insight

Disciplinary differences cont.

• Parry (1998)’s analysis of thesis structure:

• Sciences: report & explanation

• Social sciences: explanation & argument

• Humanities: argument with recount & narrative

Disciplinary Differences: Linguistic Analyses of Field (Ideational Meaning)

A. Theme (numerous SFL)

B. Sentence subjects (MacDonald, Gosden)

C. Initial Sentence Subjects (proposed here)

Theme

• Numerous detailed studies of Theme show its ability to characterise disciplines:

• E.g. North (2005), Hewings (2004), Whittacker (1995), McCabe (2004), Lewin, Fine & Young (2001), Halliday & Martin (1993), Martin & Veel (1998), Ravelli & Ellis (2004), Moore (2002).

Significance of Theme

• E.g. Coffin & Hewings (2004:157):

• “Theme is used to signal what a message is about and

• the writer’s angle on that message, and

• to signpost the development of the text”

Macro-Theme: Martin (1992: 437)

• “Macro-theme: “sentence or group of sentences which predicts a set of hyper-themes”

• Hyper-theme: “introductory sentence or group of sentences which is established to predict a particular pattern of interaction among strings, chains and Theme selection” – macro-Theme: text:: – hyper-Theme:: paragraph:: – Theme:: clause

Unmarked Topical Theme

• Subject in declarative sentences• Marked themes are less frequent (e.g. McCabe,

Gosden) From its formation in 1903, (H154)• “From a discourse perspective, marked Theme

and unmarked Theme generally do different work …marked Themes scaffolding phases/ stages of discourse (genre oriented), and unmarked Themes sustaining the angle on the field (field oriented) – two complementary aspects of Fries’ method of development.” (Martin sysfling list 8/18/03)

Angle on Field

• Unmarked topical theme ~ Subject

• “[topical, unmarked] Theme … provides the text’s angle on its field” (Martin 1993:244)

Cf ‘Schizophrenia’ and ‘the pursuit of an acceptable definition of schizophrenia’ (PS55)

Why Grammatical Subject?

• Conflates with unmarked topical theme in academic writing so gives angle on field

• Appears less ‘technical’ than Theme for non SFL linguists (and RAs)

• Empirical findings in terms of disciplinary differences

AND levels of study

sentenceSUBJECT-REMAINDER

subject

SPM

phenomenal-classesPHENOMENAL-CLASSES-TYPE

particular--shakespeare

group---estate-holders

attribute--emotional-responsibility

epistemological-classesEPISTEMOLOGICAL-CLASSES-TYPE

reason-the-evidence

research--sroufe-1999

ism-the-new-historicism

audience---we

HG

participantPARTICIPANT-TYPE

discourse-participant--we

participant-viewpoint-our-data

interactive-participant--smith-1987

discourseDISCOURSE-TYPE

d-event-process-conclusion

macro-entity-essay

micro-entity-figure

interactive-entity--previous-studies

empty-d-theme-it-can-be-argued-that

hypothesized-objectifiedHYPOTHESIZED-OBJECTIFIED-TYPE

hypothesized-viewpoint-probable-cause

objectivized-viewpoint-significant-difference

hypothesized-entity-models-approaches

empty-ho-theme-it-is-clear-that

real-worldREAL-WORLD-TYPE

mental-process-analysis-idea

entity-system-framework

rw-event-process-preparation

empty-rw-theme-it-was-found-that

remainder

MacDonald’s analysis of Sentence Subjects

Class Psychology History Literature

Phenomenal

1: Particulars 0.1 6.0 30.0

2: Groups 27.0 44.0 10.0

3: Attributes 11.0 26.0 44.0

Epistemic

4: Reasons 49.0 15.0 7.0

5: Research 12.0 6.0 5.0

6: Isms 0.1 0.0 0.2

7: Audience 1.0 3.0 4.0

Levels of Study

• 1st year undergraduates in Geography use more unmarked topical Themes (Subjects) identifying people, places, things or abstract qualities, and thus their writing sounds more descriptive, whereas 3rd year students adopt a more critical stance and make more references to the literature. Hewings (2004:140-2)

Empirical applications to BAWE

1. Does student writing in English, History and Psychology exhibit features similar to those described by SPM for professional writers?

2. Does student writing in Sciences exhibit features similar to those described by Gosden for professional writers?

BAWE data

Student assignments: • 5 English (EN) essays, • 5 History (HI) essay, • 5 ‘Intro to Psychology’ essays,• 5 ‘Psychology Practicals’ essays,• 5 Biology (BS) essays. • All chosen by module, by highest marks

and where possible by same student

English and History

• SPM found 75-85% Subjects in English and History from Phenomenal classes

• Student writing similar (e.g. Prince Arthur)

• SPM found History favoured Groups

• Student writing not similar – reflects SPM’s data on New England colonial migration and inheritance patterns.

Psychology

• SPM found over 60% Subjects from epistemic classes

• Student writing similar e.g. the pursuit of an acceptable definition of schizophrenia

• C.f. other studies of student writing Witte & Cherry (1986), Hewings (2004)

Sciences

• Gosden found a predominance of real world subjects (77%) and within this real world entities (56%)

• BAWE data shows similar findings

Participant Domain

Discourse Domain Hypothesized and Objectified Domain Phenomenal Domain

Interactive ParticipantBarbara Lupini EN2Anais Nin EN3Max Weber HI3John Robert Seeley HI3 Dion, Berscheid and Walster (1972) PS1

Participant Viewpoint

Discourse Participant I EN1(We EN1)

Interactive Discourse EntityRecent literature reviews and meta-analyses PS1 The work of Jean Piaget (1896-1980) PS1 Research into … PS1

Micro Discourse EntityTwo parts to this question PS3

Macro Discourse Entity This essay EN3

Discourse Process[the conclusion]

Hypothesized EntityThe soit-disant “Age of Absolutism” HI2Time PH1Qualia PH1Memory PS1The history of psy. Research PS1Psychology PS1The psychology .. PS2The Right Shift theory of Annett (e.g. 1999) PS2 Russell’s theory of .. PH3The liar paradox PH3The development of the vertebrate limb BS3Approaches to the study of eminence PS3

Objectivized ViewpointNumerous factors PS3

Hypothesized ViewpointThe accepted view amongst historians .. HI2The priority HI1A large part of the aim of Kant’s .. PH2A central Fregan introduction into PH3Its status as a special case of .. PH3The pursuit of an acceptable definition PS1

EntityPrince Arthur EN1Edmund Spenser EN1Tennyson EN2William Blake EN2Edward Grey HI2Mohandas Gandhi HI3

The Canterbury Tales EN1Blake’s Songs .. EN2

Maud EN2The epithet of “Order and Progress” HI1

This papal bull HI2Ordinary people EN1The British HI3The Bolshevik Party HI1Psychologists PS1The Dutch Republic HI2

The o. m. s. group of cyanobacteria BS2Viruses BS2

E.. coli O157:H7 BS2The C.. e… organism BS3

H. Adenovirus . and Herpes. Virus . BS3Music PS1Hand preference PS2Stimulus-response compatibility PS2The Necker cube PS2Post Traumatic Stress Disorder PS3

A requirement for packing of . DNA BS2EventThe Cold War HI1The .. Revolution HI1The SA war HI3Material ProcessExamination of ..distribution ..BS2The prevalence of eye-witness testimony PS1Mental ProcessPlath’s analysis of madness EN3The construction of an expectancy-based model of melodic complexity PS3

Different years of study

• English: possible progression from Entities in the Real World Domain (individuals and semiotic entities) to Interactive Participants (e.g. Nin, Lupini)

• History: possible progression from Real World Domain (individuals, semiotic entities and groups) to Hypothesised Entities in HI2 (?) to Interactive Participants HI3 (Weber, Seeley).

• Philosophy from ‘Abstract Concepts’ time, qualia, memory in PH1 to specific viewpoints Kant’s … Frege’s … in PH2 to Theories theory, paradox in PH3

Analysis of Sentence Subjects in BAWE shows:

• Differences in how knowledge is construed, not the ontological status of ‘genes’ or ‘e-coli’, across disciplines & years

• Differences in linguistic choices writers make, not their ‘level of thinking’ per se

• Cf ‘The thesis I wish to argue is that Prince Arthur ….’

Issues in SPM & HG Analyses

• Disciplinary specificity of the classifications• When does a ‘real world’ author become

an ‘interactive participant’ [Gosden] • Level of contextual understanding needed

for sciences in particular was high• Differences in analysis: e.g. our data

would be Participant Viewpoint (Gosden) and Reasons (SPM)

• VERY labour intensive for 3500 texts

5. ISS Proposal

• Analysis of Initial Sentence Subjects only

• Aim to describe large numbers of texts and disciplines across 4 years

• Aim to provide a snapshot of differences in angle on field across the years and across the disciplines

ISS Classification

• Draws on Australian work on academic language, particularly on published scientific writing, and academic language across the disciplines

Esp. Wignell (1998) and

Martin & Veel (1998), Halliday & Martin (1993), Ravelli & Ellis (2004)

ANGLES on field: academic domain (fabricated examples)

<--------------------------Abstraction ----------------------------->

Phenomena Perspectives / Viewpoints / Phenomena

Scholarly / Meta- Phenomena

Perspectives on Scholarly / Meta-Phenomena

Discourse Phenomena

TECHNICALITY

Everyday language

The Great Wall of China

the importance of the Great Wall of China

The history of the Great Wall of China

Competing histories of the GWC

this essay

Post traumatic stress disorder

Schizoprenia Possible schitzophrenia

Grey’s theory of schizophrenia

Approaches to the study of schizophrenia

Figure 3

Technical language

escherichia coli O157

Phenomena Perspectives/ Viewpoints on Phenomena

Scholarly / Meta-Phenomena

Perspectives on Scholarly / Meta-Phenomena

Discourse

Phenomena

Groups of Conscious Individuals

Ordinary people EN1The British HI3

Psychologists PS1

We EN1

Political Entities

The Bolshevik Party HI1The Dutch Republic HI2

Conscious Individuals

Prince Arthur EN1Edmund Spenser EN1Tennyson EN2William Blake EN2Edward Grey HI2Mohandas Gandhi HI3

Barbara Lupini EN2Anais Nin EN3Max Weber HI3John Robert Seeley HI3

I EN1

Semiotic Entities

The Canterbury Tales EN1Blake’s Songs .. EN2Maud EN2This papal bull HI2

The prevalence of eye-witness testimony PS1A large part of the aim of Kant’s .. PH2A central Fregan introduction into the philosophy of thought and language PH3The epithet of “Order and Progress” HI1

The Right Shift theory of Annett (e.g. 1999) PS2 The work of Jean Piaget (1896-1980) PS1 Russell’s Theory of Descriptions. PH3The liar paradox PH3

The history of psychological research PS1Recent literature reviews and meta-analyses PS1

Two parts to this question PS3 This essay EN3

Cognitive Entities

Memory PS1 Plath’s analysis of madness EN3

The accepted view amongst historians .. HI2The priority HI1Its status as a special case of logical consequence.. PH3

Research into … PS1The construction of an expectancy-based model of melodic complexity PS3Examination of the subcellular distribution of molecules..BS2

The pursuit of an acceptable definition of schizophrenia PS1Approaches to the study of eminence PS3

Material entities

The development of the vertebrate limb BS3

Entities with duration

The Cold War HI1The .. Revolution HI1The SA war HI3

The soit-disant “Age of Absolutism” HI2

Abstract entities

Time PH1Qualia PH1Music PS1

Psychological Entities

Hand preference PS2Stimulus-response compatibility PS2Post Traumatic Stress Disorder PS3

Psychology PS1

Scientific entities

Escherichia coli O157:H7 BS2The C.. e organism BS3H. Adenovirus . and Herpes. Virus . BS3

A requirement for packing of genomic DNA BS2

Groups of Scientific Entities

The o. m. s. group of cyanobacteria BS2Viruses BS2

Characterising Disciplinary Differences

English, History and Philosophy can be characterised as progressing from year 1-3 in Abstractness (from left to right)

Psychology can be characterised as progressing in Abstractness (from right to left) or at least spreading across all levels of abstraction

Biological sciences construes phenomena in technical terms

Mapping Business and Economics Conscious Individuals

Sam IB1 We EC1 I EC2We EC1 I EC2We EC1 I EC2

Groups of Cons.Inds

The traditional accountants IB2

Semiotic Entities

An important problem faced by financial economists IB4

The Law of One Price IB4An event studyIB4Agency theoryIB4

An analysis table as shown above IB1

Political/ Economic/ Social Entities

A transnational company EC1The yield curve EC2CRT Technologies IB1House prices EC2South Korea’s economy over the past half century EC3World mergers and acquisitions IB 2

Collusion EC2 Weak form efficiency IB4

Final Comments

• Demonstrated the potential of Initial Sentence Subject Analysis to capture disciplinary differences and differences across years of study in a corpus of student writing

• More work needed to establish categories through reactances in the grammar (e.g. participant roles & grammatical metaphor)