ࡱ>    @=p~ByuLpR r"0Vx]lV}W혢qZ-AE h+RjHi_B+ ,n: 欑dSBL p#l1.C{}n?O&s}{9Y^(f3%XX6J, nc8a@iX kD{ [18 [⬞gX,uVq>&U;+a@;.ec-,+"lcW3o?0 =~?m>ǣ9栳=8;(L벵ܳǰ-6+ɡ0a<ߔ 9 GWD//ul} 63OO$۽}fߛi-/r;ZEQP^@uf]t=SLi6/{]1|*ׂlOqËU{Ogolûnz,B%l˒XTy&*?:f}IYxr|Mxlʀr(3<xDxDByDţl= %? tGY ypR~=Q$ُ6ƺ Wql.FVKyQ嚼։Gw#P^$N?I_ 6.V{Μ>:D;? s]`Q"*bQ2`K9CJXh_0/ ;Sn!/dAۯ79Y71ЖH&no,z_Xh爈jv*4^@;D /<{r?Ow셝s%/e^NXުߴbY2``YVЋ".U0Qq~Dyu 3-̃W_W ׸`>3:PHug 8NN[|Fo$~-ک8ue&>Ա6~1µmRAlH:}E5q@օ1@ðzr=X_/O!LNqulb~Nwd XG0 (OrrwQR{+ۀ/qa]b(%\y+` 9`. X)o8}9vA4j@@6"={Vo98pFA!^BL]!Wǃ3 |\g~0ۉobZGX J#L]b~?P~rxzb>=O~ֈX{@#E#-qmAźlC+-b*e݄ Xo Y .f7gyj[i:|hGpYǏMM:?D[mD)+ /+ޭTMʀSnvnI(ĭ5dpa{SX3r6P/Lc?Lc~ Y|eO= ZĄg2VzXL~DT+gw ߛ>M ݓN m~!9[wQ rK,uLÊMR~|ck-&/oJ ֱ:{ ^ZGz m>?X""mvwp"UΫJQ1/`"&}1yUU[0Xggخ4Zٹ_ӯeJހ_QeP^ ;Y$FJ9Hq.0*?JLwX;QY-﹆G^5s[\Tnkĸ7Уk3+X_bmV'a9mAz` W wnJuqGVm~a'4G챫]8å<3>J5drN:,c0\Gu֯ׯ]⧹ȰklAL9)+_N}!_+2F֐9yb+z v;Fo}pG 7š-S9w ۋ-cOLRP%c]y n#K " _1-D~`[G s gg2H_V ˖ ^ kaYC*͗Ϻ/*(lA`ۭf-a"+ǘr"q6zmVJ)Ϥ'yY2jߘreU;'hq XgvJKWl}V*>)ϕ4 eOl$iGkV~=G@)[ybstEשC=1A13+3 ~pⓘs]'{tO =kObYr@[|jq5҇Ve8bCz^ p: m>Z q78nn> ++@yJurs+yq1rbw׮֮ѿ=ms \Yn"L~nw]F#_|<=ByA-;on-glޮ_Ywq>q,1eMjjz9ߞ'8OEȠ/}V3/|ϝWRb@P7΃?"Ya> sM[\YǷZ6w.8g-f"ԧa݅a~e?TAxnm/K+};jx (y'[P7Xvˠ|/rXoNeYUbN[s _kMwT[ϫCyiR҃鶘9ݥ`&=9T=Z\Ngb 8Rr&ov9Q<>2ňVB7a+V"Һ􌱷%ѴDZ1<kg2U%js4؟晌4q*2s!j".KH4GjɘȘB߫^Cb7rz'Y'NG?F~K;nQl@ Dm]x)#A2!=x*c7NW퀫~]٧A8};Q Z3a1*a < "kOy%C9OA/Oӗrs{|{?㥌A1Y$''=}Vt}T=TzxC,%ccw(55,yeV7]W"$ FeE}\FSSITGT1Se$̑&ՎjQFh_KϨByVsY⹇XJlbɐ%+jx&E22y.EQF2v c2}} c2CC+/a'X-/ccяd܈Vʆw6JH븵Ú幌]DQ..奌!1C]D>&{fYYT0U!1C^bwF|/avx1&!y]fsxY^g%2 i>w20ܧĔ`˘lUbaknx(9''3͟(G(    2s.f.gardner@warwick.ac.uk@mailto:s.f.gardner@warwick.ac.uk/ 0DArialNew Romanvx: 0DWingdingsRomanvx: 0 DTimes New Romanvx: 0@ .  @n?" dd@  @@``  =4O'0 ^*W< !#$,./01456785:<=>?BCDEFGHIJKL=,"$p~ByuLp 0AA@ʚ;ʚ;g4BdBd<0x: 0ppp@ <4dddd\ 0dv 0___PPT10 pp^___PPT9@8 ? %O  =?Sentence Subjects and Angle on Field: Mapping ideational meaning across subject areas and years of study in a corpus of assessed student writing"*(k  4 Sheena Gardner, s.f.gardner@warwick.ac.uk WDHE 20065P5$  X 0* Paper Outline  1. The Larger Research Project & BAWE 2. Disciplinary Differences & Theme 3. Two Classifications of Grammatical Subjects: Gosden and MacDonald Issues and Applications to BAWE 5. A tentative framework for ISS analysisRZ " Z*" Z$J$&z  Y 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 *$Planned Corpus Size     The current 24 (+ 4) disciplines ! 6.2. Disciplinary Differences&   rBecher & Trowler (2001)  sociological  Sciences  established paradigm Social sciences  different methodologies and frameworks Humanities  interpretations based on personal insight*4    7/Disciplinary differences cont.  LParry (1998) s analysis of thesis structure: Sciences: report & explanation Social sciences: explanation & argument Humanities: argument with recount & narrative JZ. %  80KDisciplinary Differences: Linguistic Analyses of Field (Ideational Meaning)L(2$ L v A. Theme (numerous SFL) B. Sentence subjects (MacDonald, Gosden) C. Initial Sentence Subjects (proposed here) ww&>  3 +#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). e                  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 &   92!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 V@ I @ @ "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) BZ\#A`@O  [   #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)"iZmZ&}  W $Why Grammatical Subject?  Conflates with unmarked topical theme in academic writing so gives angle on field Appears less  technical than Theme for non SFL linguists (and RAs) Empirical findings in terms of disciplinary differences AND levels of study HRZZZZZ  :1(   RMacDonald s analysis of Sentence Subjects**( * %Levels of Study  21st year undergraduates in Geography use more unmarked topical Themes (Subjects) identifying people, places, things or abstract qualities, and thus their writing sounds more descriptive, whereas 3rd year students adopt a more critical stance and make more references to the literature. Hewings (2004:140-2)63m&   ' Empirical applications to BAWE  1. Does student writing in English, History and Psychology exhibit features similar to those described by SPM for professional writers? 2. Does student writing in Sciences exhibit features similar to those described by Gosden for professional writers? &   (! BAWE data  Student assignments: 5 English (EN) essays, 5 History (HI) essay, 5  Intro to Psychology essays, 5  Psychology Practicals essays, 5 Biology (BS) essays. All chosen by module, by highest marks and where possible by same student "ZZ&s   m ,%English and History   SPM found 75-85% Subjects in English and History from Phenomenal classes Student writing similar (e.g. Prince Arthur) SPM found History favoured Groups Student writing not similar  reflects SPM s data on New England colonial migration and inheritance patterns.$g &  B )" 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) $Q8O&    /(Sciences  Gosden found a predominance of real world subjects (77%) and within this real world entities (56%) BAWE data shows similar findings  =5   4,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 XPu t      0  0 ;3,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 & .   &  9 .'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&RZ`@u    9 1)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   2*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) gt          9ANGLES on field: academic domain (fabricated examples)(:99 (     <4'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=Z= = Mapping Business and Economics  ( 5-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) &   B    0` 33` Sf3f` 33g` f` www3PP` ZXdbmo` \ғ3y`Ӣ` 3f3ff` 3f3FKf` hk]wwwfܹ` ff>>\`Y{ff` R>&- {p_/̴>?" dd@,|?" dd@   " @ ` n?" dd@   @@``PR    @ ` ` p>> $(    6ˍ  `}  T Click to edit Master title style! !  0p΍  `  RClick to edit Master text styles Second level Third level Fourth level Fifth level!     S  0ԍ ^ `  X*  0xڍ ^   Z*  0 ^ `  Z*H  0޽h ? 3380___PPT10.Z0xb Default Design 0 zr8 (  8 8 0O P   O P*   8 0O    O R*  d 8 c $ ?  O 8 0\O  0 O RClick to edit Master text styles Second level Third level Fourth level Fifth level!     S 8 6ВO _P  O P*   8 6O _  O R*  H 8 0޽h ? 3380___PPT10.[[ 0(d(  d d 0O P   O `*    d 0lO    O b*    d 6lO _P  O `*    d 6dO _  O b*   H d 0޽h ? 3380___PPT10.Gwf} 0  $(  r  S XO  O r  S 0O `   O H  0޽h ? 33___PPT10i.Z0b+D=' O= @B +  0 0 :(   r  S $O `}  O   S M ` O "p`PpH  0޽h ? 33___PPT10i.Z[}i+D=' O= @B +$  0 @$(  r  S M `}  M r  S M ` M H  0޽h ? 3380___PPT10.Zӊj]  0 tlP(/(  ~  s *M `}  M F    / #"&   M  <$M?t   T  @`  <H,M?. t  T  @`  <4M? .  T  @`  <6___PPT9 $Law Sociology Business (Economics) %s% % (;j 0 <OK? J &F>6___PPT9 \s (;jc 0 <,YK?WJ F>6___PPT9 ?Anthropology Hospitality, Leisure & Tourism Publishing Studies@s@ @ (;j 0 <jK ?"` J W bSS  (;jP 0 <lK?& YJ F>6___PPT9 ,Engineering Physics, Chemistry (Mathematics)-s- - (;j/  0 <~K? &J F>6___PPT9 m Cybernetics s   (;j<  0 <xK?W J F>6___PPT9 zComputing Architecture s  (;j  0 BPK ?"`  WJ  cPS   (;jq  0 <K ?"`&Y F>6___PPT9 ?Biological Science/ Biochemistry Medicinal Science (Psychology)@s@ @ (;j^  0 <ȝK ?"` & F>6___PPT9 ,Plant Biosciences Food Sciences Agriculture-s- - (;jG 0 <K ?"`W F>6___PPT9 wHealth & Social Care s  (;j 0 BK ?"` W  cLS   (;jF 0 <K ?"`& YF>6___PPT9 vHistory (Philosophy)s  (;jZ 0 <K ?"` &F>6___PPT9 (Archaeology Classics Applied Linguistics)s) ) (;jP 0 <`K ?"`W  F>6___PPT9 English Studies History of Arts  (;j 0 BK ?"`  W cAH   (;j 0 <hK ?"`&Y  eWarwick  (;j 0 < K ?"` &  eReading  (;j 0 <lK ?"`W  g O-Brookes    (;j 0 BM? W  Z (;j`B 0 0o ? YZB 0 s *1 ?  Y ZB 0 s *1 ? YZB 0 s *1 ?  Y ZB 0 s *1 ? J YJ `B 0 0o ? Y`B 0 0o ?  ZB 0 s *1 ?WWZB  0 s *1 ?  ZB !0 s *1 ?&&`B "0 0o ?YYH 0 0޽h ? ̙33___PPT10i.3+D=' O= @B +0  0 @0(  x  c $|;K `}  K x  c $TH <(H?~` ^10.0( # @` =H <1H?5~ `44.0* # @` ^ a @` 4 <eF?D%  6Hypothesized Entity The soit-disant  Age of Absolutism HI2 Time PH1 Qualia PH1 Memory PS1 The history of psy. Research PS1 Psychology PS1 The psychology .. PS2 The Right Shift theory of Annett (e.g. 1999) PS2 Russell s theory of .. PH3 The liar paradox PH3 The development of the vertebrate limb BS3 Approaches to the study of eminence PS3 Objectivized Viewpoint Numerous factors PS3 Hypothesized Viewpoint The accepted view amongst historians .. HI2 The priority HI1 A large part of the aim of Kant s .. PH2 A central Fregan introduction into PH3 Its status as a special case of .. PH3 The pursuit of an acceptable definition PS1 n # C# # # # # v "d  k @` 4 <F?%D f4Interactive Discourse Entity Recent literature reviews and meta-analyses PS1 The work of Jean Piaget (1896-1980) PS1 Research into & PS1 Micro Discourse EntityTwo parts to this question PS3 Macro Discourse Entity This essay EN3 Discourse Process [the conclusion]  # o# # # # # # # Vu *   7 @` 4 <F? % AInteractive Participant Barbara Lupini EN2 Anais Nin EN3 Max Weber HI3 John Robert Seeley HI3 Dion, Berscheid and Walster (1972) PS1 Participant Viewpoint Discourse Participant I EN1 (We EN1)  # x# # # # #  )  *    @` 4 <`F? ,`% n Phenomenal Domain* #  @` 4 <wF?D, % #Hypothesized and Objectified Domain*$ ##  @` 4 <DF?,D% lDiscourse Domain* #  @` 4 <F? ,% |Participant Domain8 # #  @`ZB 4 s *1 ? ,`,ZB 4 s *1 ? `ZB 4 s *1 ? , ZB 4 s *1 ?`,`ZB 4 s *1 ? %`%ZB 4 s *1 ?,ZB "4 s *1 ?D,DZB %4 s *1 ? , H 4 0޽h ? 3380___PPT10.sq10  0   0(   x   c $AF `}  F x   c $ ` F H   0޽h ? 3380___PPT10.r0  0 ,0(  ,x , c $F `}  F x , c $F ` F H , 0޽h ? 3380___PPT10.r=Z$  0 $(  r  S F `}  F r  S #F ` F H  0޽h ? 3380___PPT10.ry$  0 $(  r  S hF `}  F r  S |F ` F H  0޽h ? 3380___PPT10.r]?*$  0 $(  r  S !F `}  F r  S \"F ` F H  0޽h ? 3380___PPT10.rp:*  0 p)h)6t)(  lr l S C `  C  o B C$$ " 'x  ` t #"*N ` o <B?{ ` T  @` o <C?S { T  @` o <@C?P S T  @` o <C? P  T  @` o <\C?  escherichia coli O157( #   @` o <̺C?  nTechnical language* # @` o <C?{ `   Figure 3 0     @` o <xC?S {  )Approaches to the study of schizophrenia (* )# @`  o <C?P  S  <Grey s theory of schizophrenia( # @` o <C?  P  Possible schitzophrenia( #  @` o <D?   Schizoprenia(  #  @` o < D?   T  @` o <DD?{R `  X  @` o <|C?SR {  T  @` o <\D?P R S  T  @` o <\.D? R P   T  @` o <,8D?R   xPost traumatic stress disorder( # @` o < AD?R   X   @` o <KD?{`R  f this essay (  # @` o <UD?S{R  yCompeting histories of the GWC(  # @` o <CD?P SR  &The history of the Great Wall of China(' &# @` o <iD? P R  )the importance of the Great Wall of China(* )# @` o <LtD? R  qThe Great Wall of China( # @` o <}D?R  mEveryday language* # @`} o <̚D?   T E C H N I C A L I T Y  ## # #  ## ##  # $#$ (#(,#, 0#04#4 8#8<#< ## # #  ## ##  # $#$  @` o <D?{6` oDiscourse Phenomena* # @` o <|D?S6{ *Perspectives on Scholarly / Meta-Phenomena*+ *# @` o <XD?P 6S wScholarly / Meta- Phenomena* # @` o <D? 6P  %Perspectives / Viewpoints / Phenomena*& %# @` o <DD?6  e Phenomena*  # @` o <D?6 T  @` o <D? 6 T  @` o <D?`6 E<--------------------------Abstraction ----------------------------->,F(E# @` o <D?6 T  @` o <D? 6 T  @`ZB o s *1 ? `ZB o s *1 ? `ZB o s *1 ?  ZB o s *1 ?``ZB o s *1 ? 6`6ZB o s *1 ?ZB o s *1 ?ZB t s *1 ? `ZB t s *1 ? 6 ZB t s *1 ?P 6P ZB t s *1 ?S6SZB t s *1 ?{6{ZB *t s *1 ?R `R ZB Ht s *1 ? ` ZB gt s *1 ? ` H l 0޽h ? 3380___PPT10.]nc(  0 ''.c'(  r S  Bw `  B &t T  #"&N=TT B <CB?  .Two parts to this question PS3 This essay EN3\   ### #   @`\ A <GB?j  ZThe history of psychological research PS1 Recent literature reviews and meta-analyses PS1 \* 1 )##0# #  @` @ <bB? j 0*The Right Shift theory of Annett (e.g. 1999) PS2 The work of Jean Piaget (1896-1980) PS1 Russell s Theory of Descriptions. PH3 The liar paradox PH32 d 1##(# # %####00 ( < @` ? <[B?  "The prevalence of eye-witness testimony PS1 A large part of the aim of Kant s .. PH2 A central Fregan introduction into the philosophy of thought and language PH3 The epithet of  Order and Progress HI1 8,  #_g @` > <~B?  LThe Canterbury Tales EN1 Blake s Songs .. EN2 Maud EN2 This papal bull HI2 3 # # #### @` = <ZB?T  mSemiotic Entities* # @` < <0B?  cI EN1, ## @` ; <\B?j  V  @`i : <DB? j  EBarbara Lupini EN2 Anais Nin EN3 Max Weber HI3 John Robert Seeley HI38 3 E#>* @` 9 <  <RA?Z #  NThe soit-disant  Age of Absolutism HI2(( '#  @`  <hA? Z 5The Cold War HI1 The .. Revolution HI1 The SA war HI38 % 5# @`  <HqA?   rEntities with duration* # @`  <yA?oW`  V  @`  <A?Wo  V  @`  <A?# W  V  @`  <,A?ZW#  V  @`  <A?WZ  *The development of the vertebrate limb BS3(+ *# @`  <PA? W  mMaterial entities* # @`  <XA?o`W V  @`C  <`A?oW eThe pursuit of an acceptable definition of schizophrenia PS1 Approaches to the study of eminence PS38> ( e# @`2  <A?# W 2Research into & PS1 The construction of an expectancy-based model of melodic complexity PS3 Examination of the subcellular distribution of molecules..BS28  #o   @`  <A?Z# W $vThe accepted view amongst historians .. HI2 The priority HI1 Its status as a special case of logical consequence.. PH3|, K +### # 9## @`z  < A?ZW VMemory PS1 Plath s analysis of madness EN3\    ### #   @`  <`A? W oCognitive Entities * # @`ZB  s *1 ? `ZB  s *1 ? `ZB  s *1 ?  ZB  s *1 ?``ZB  s *1 ? W`WZB   s *1 ?ZB   s *1 ?ZZZB  s *1 ?# # ZB  s *1 ?ZB  s *1 ?ooZB  s *1 ?  ` B |  `l  #" r `l  A x <DB ?"`g`l X   @` w <$ B ?"`gl X   @` v <B ?"`# l X   @` u <PB ?"`Z# l X   @` t <#B ?"`Zl X   @` s <X,B ?"` l X   @`ZB y s *1 ? `ZB z s *1 ? l`lZB { s *1 ?  lZB | s *1 ?lZB } s *1 ?ZZlZB ~ s *1 ?# # lZB  s *1 ?lZB  s *1 ?gglZB  s *1 ?``lH  0޽h ? 3380___PPT10.]@5  0 .&'ۀ(  r  S dG@ `}  @  p 9I ۀ #""ffff9I B < ?H 9I V  @` A <L@?  HI V  @` @ <lT@?S I V  @` ? <pV@?d  SI V  @`3 > <d@? d I 3The o. m. s. group of cyanobacteria BS2 Viruses BS28(  3#  @` = <e@? I yGroups of Scientific Entities* # @` < <L@?HW9  V  @` ; <@? WH  V  @` : <@?SW   V  @` 9 <l@?d WS  ,A requirement for packing of genomic DNA BS2(- ,# @`: 8 <D@?Wd   \Escherichia coli O157:H7 BS2 The C.. e organism BS3 H. Adenovirus . and Herpes. Virus . BS38 ? \# @` 7 <@?W  oScientific entities* # @` 6 <@?H^9W V  @` 5 <@? ^HW V  @` 4 <4@?S^ W hPsychology PS1( # @` 3 <@?d ^SW V  @`8 2 <@?^d W ZHand preference PS2 Stimulus-response compatibility PS2 Post Traumatic Stress Disorder PS38 G Z# @` 1 <@?^W sPsychological Entities * # @` 0 < @?H9^ V  @` / <DA? H^ V  @` . <$ A?S ^ V  @` - <A?d S^ V  @` , <A?d ^ Time PH1 Qualia PH1 Music PS18   #  @` + < A?^ mAbstract entities* # @`ZB C s *1 ?9ZB D s *1 ?I9IZB E s *1 ?IZB F s *1 ?99IZB K s *1 ?IZB N s *1 ?d d IZB Q s *1 ?SSIZB T s *1 ?  IZB W s *1 ?HHIZB [ s *1 ?^9^ZB w s *1 ?W9WZB  s *1 ? 9 H  0޽h ? 3380___PPT10.] $  0 0$(  0r 0 S 0@ `}  @ r 0 S 6@ ` @ H 0 0޽h ? 3380___PPT10.sp4  0 0'4(  r  S .'g}   p  `  #""Wu ` A <? ` V  @` @ <P@?6  V  @`E ? <B?~  6 'Collusion EC2 Weak form efficiency IB4\  ### #   @` > <,G? ~  V  @`V = <Tb?  \A transnational company EC1 The yield curve EC2 CRT Technologies IB1 House prices EC2 South Korea s economy over the past half century EC3 World mergers and acquisitions IB 28  #$  @` < <l?   $Political/ Economic/ Social Entities*% $# @` ; <v?9`  ~$An analysis table as shown above IB1(% $# @` : <?69  V  @` 9 <?~ 96  ;The Law of One Price IB4 An event studyIB4 Agency theoryIB48 # ;# @` 8 <?9~   6An important problem faced by financial economists IB4(7 6# @` 7 <?9  V  @` 6 <T? 9  mSemiotic Entities* # @` 5 <?`9 V  @` 4 <|?69 V  @` 3 <$?~ 69 V  @` 2 <d?~ 9 yThe traditional accountants IB2(  # @` 1 <?9 V  @` 0 <? 9 Groups of Cons.Inds* #  @` / <<?` )We EC1 I EC2 We EC1 I EC2 We EC1 I EC2,  *# @` . <?6 V  @` - <P?~ 6 V  @` , <@?~  V  @` + <D@? uSam IB1( #   @` * <@?  qConscious Individuals* # @`ZB B s *1 ? `ZB C s *1 ? `ZB D s *1 ?  ZB E s *1 ?``ZB J s *1 ?ZB M s *1 ?ZB P s *1 ?~ ~ ZB S s *1 ?66ZB V s *1 ?ZB Z s *1 ? `ZB v s *1 ? 9`9ZB  s *1 ?  ` H  0޽h ? 3380___PPT10.] $  0 0$(  r  S $ `}   r  S % `  H  0޽h ? 3380___PPT10.rrp*Q0G[Y^` c = ,W@E&n `"@İ '`5a4. /1 [4ХHz= vOh+'0 `hx  Slide 1 Computing Services33Microsoft Office PowerPoint@ou#@0Lp[@ FGg  @  y--$xx--'@Arial-. "2 )Sentence Subjects ."System7-@Arial-.  2 Hand .-@Arial-. !2 )0Angle on Field: .-@Arial-. :2 2"Mapping ideational meaning across .-@Arial-. @2 :&subject areas and years of study in a .-@Arial-. :2 C"corpus of assessed student writing.-@Arial-. 2 Q9Sheena Gardner, .-@Arial-. -2 W+s.f.gardner@warwick.ac.uk.--W+Wu-@Arial-. 2 _? WDHE 2006r.-՜.+,D՜.+,`    On-screen Show brookvale road$ (Arial WingdingsTimes New RomanDefault DesignSentence Subjects and Angle on Field: Mapping ideational meaning across subject areas and years of study in a corpus of assessed student writingPaper OutlineLarger Research Project BAWE Corpus GridPlanned Corpus Size!The current 24 (+ 4) disciplines2. Disciplinary DifferencesDisciplinary differences cont.LDisciplinary Differences: Linguistic Analyses of Field (Ideational Meaning)Theme Significance of Theme"Macro-Theme: Martin (1992: 437) Unmarked Topical ThemeAngle on FieldWhy Grammatical Subject? Slide 16*MacDonalds analysis of Sentence SubjectsLevels of StudyEmpirical applications to BAWE BAWE dataEnglish and History Psychology Sciences Different years of study-Analysis of Sentence Subjects in BAWE shows:Issues in SPM & HG Analyses5. ISS ProposalISS Classification:ANGLES on field: academic domain (fabricated examples) Slide 31 Slide 32 (Characterising Disciplinary Differences Mapping Business and Economics Final Comments  Fonts UsedDesign Template Slide Titles$ 8@ _PID_HLINKSA|!mailto:s.f.gardner@warwick.ac.uk*_0Computing ServicesComputing Services  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~  Root EntrydO)PicturesCurrent UserSummaryInformation(PowerPoint Document( DocumentSummaryInformation8