The corpus findings also show the effort of the expert student writers to distance themselves from giving subjective or personalised comments by choosing appreciation resources over judgement and affect values in elicitation of their arguments. The results yielded from the corpus findings provide an insight for the development of resources for teaching “critical writing” to assist students in appropriating proper lexico-grammatical resources to support their own study and assess others’ scholarly works, and to offer justification of formal, impassionate and objective language. As institutionalising emotions with appreciation and judgement resources often involves restructuring the text through rephrasing, the academic support may also include nominalisation and grammatical metaphor (as appeared in the MA Literature Review website) to increase the lexical density, or in other words, to make the content more concise.

The case studies offer a more in-depth insight on the textual organisation of interpersonal meanings through appraisal in the successful paper, which may present a better definition of “coherence” or “cohesive links” in a phase of text (See also the textual coherence and lexico-grammatical resources facilitating cohesion in MA Literature Reviews). The attitudinal lexis echoing with the ones placed at the hyper-Theme and hyper-New positions further facilitates the spread, diffusion, intensification and ultimately the consistency of the phase of text, that the use of adverbial “connective” may not be able to achieve. The examination on the textual patterning of attitudinal values of the effective paper, along with the dynamic flow of attitude across the generic stages, also shed light on the structure and organisation of the academic writing.