Distribution of Evaluation

This section shows how the effective research papers (those which graded B+ or above) make careful use of the evaluative lexico-grammatical resources to make the rhetorical functions of the generic stages of the research papers explicit. In this part, we will show the overview of the attitudinal distribution in the research paper corpus; then we will look into each generic stage to see what kind of attitude is dominant and other features unique at each stage.

Effective Papers: Attitudinal Lexical Density

As seen from the table below, Appreciation values prevail the whole effective paper corpus, with scarce distribution of Affect and Judgement across the five generic stages:

	Introduction		Literature Review		Methodology &Participants		Results & Discussion		Conclusion
Attitude	205	54.3	274	35.77	91	27.88	614	33.54	481	48.82
Attitude	N	/1000	N	/1000	N	/1000	N	/1000	N	/1000
Affect	6	1.59	3	0.39	2	0.61	41	2.24	8	0.81
Judgement	33	8.74	43	5.61	25	7.66	134	7.32	114	11.57
Appreciation	166	43.97	228	29.77	64	19.61	439	23.98	360	36.54

The attitudinal value distribution in the effective papers varies in a gradual manner across the stages, where the attitudinal density peaks at the Introduction stage, ebbs at the Methodology and Participants section, and steadily reaches another peak at the Conclusion stage. The following graph shows the dynamic flow of the attitudinal values across the stages.

Evaluative Lexical Choice in Effective Research Papers

Within the corpus, "effective" and "correct" are the two most frequent evaluative lexical items, which collocate with teaching approaches, strategies, assignments and outcomes. Below are the concordance lines showing the collocation patterns of "effective" and "correct" in the corpus:

anka (Gibbons, 2002) is a more	effective	approach in terms o
e the modern major goal in any	effective	ELT courses is to d
and would be cheerless, unless	effective	measures or modific
ough the lesson was smooth and	effective	improvement has to
teaching and learning, but an	effective	writing assessment

assmates on the whiteboard are	correct	The teacher can also
or the group who gets the most	correct	translations. 3) The
dents are not able to give the	correct	answers. Then, the te
d to write sentences using the	correct	syntax formats by int
es. This is to demonstrate the	correct	use of grammar throug

This identifies with the research assignment criteria, that is, to analyse pedagogical practice in the English classroom. Meanwhile, Judgement values are scant in the frequency list of the evaluative lexis, and Affect values are absent, showing that the effective student writers are capable of manipulating evaluative resources to critique strategically in their writing.