Edited by Ana Llinares and Tom Morton
[Language Learning & Language Teaching 47] 2017
► pp. 105–124
Genre and appraisal in CLIL history texts
Developing the voice of the historian
This chapter offers a perspective on texts written in a CLIL class, highlighting the role of the interpersonal meanings covered by the appraisal framework (Martin & White 2005) in constructing the different genres of history, which are not only factual, but also include assigning value and indicating point of view. An analysis of appraisal in an 11,000-word longitudinal corpus of CLIL secondary student writing shows how texts are more or less successful in their selection of features from the appraisal systems as they respond to prompts, the higher-rated texts creating a more appropriate voice for the genre (Coffin 2006). Awareness of the categories of interpersonal meanings can allow teachers to make genre expectations explicit, helping improve student writing.
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