Sub-headings and assignment types across the disciplines in student written assignments

1
Sub-headings and assignment types acrossthe
disciplines in student writtenassignments

• Sheena Gardner
• and
• Jasper Holmes
• University of Warwick
• The 18th Euro-International Systemic Functional
  Linguistics Conference
• 20-22 July, 2006Universita' di Trieste(Gorizia
  Site)

2
An Investigation of Genres of Assessed Writing in
British Higher Education
RES-000-23-0800
3
1. The BAWE corpus (http//go.warwick.ac.uk/bawe)

• British Academic Written English
• (projected) holdings
• 3,500 student assignments
• from 28 departments
• at three universities (Oxford Brookes, Reading,
  Warwick)
• tagged for

• title and title page
• table of contents
• abstract or summary
• section headings
• figures and diagrams

• lists (simple, bulleted, ordered)
• quotations
• bibliography
• appendices
• ltpgt and ltsgt units

4
2. Structural and functional properties of
assignments

• "Once texts develop to a level of internal
  complexity, titles, subtitles, headings and
  subheadings are commonly deployed to keep track
  of the composition structure .."
• (Martin, 1992443)

5
2a. Metafunctions of headings

• (sub-)titles and (sub-)headings function as
  macro-themes that predict text (Ravelli 2004)
• ideationally
• textually
• interpersonally

6
ideational

• The heading functions to predict the field of the
  section that follows.
• ltp n"dept"gtEngineering business managementlt/pgt
• ltdiv level"2"gtltp rend"bold"gt3.1 Organisation
  Culturelt/pgt
• ltdiv level"2"gtltp rend"bold"gt3.2 Organisation
  Structurelt/pgt
• ltdiv level"2"gtltp rend"bold"gt3.3 Hiring the
  right peoplelt/pgt
• ltdiv level"2"gtltp rend"bold"gt3.4 Clarity of
  visionlt/pgt
• ltdiv level"2"gtltp rend"bold"gt3.5 Respect
  Trustlt/pgt

7
textual

• The heading predicts the function and
  organization of the section that follows.
• ltp n"dept"gtBiologylt/pgt
• ltdiv level"2"gtltp rend"underline"gtIntroductionlt/p
  gt
• ltdiv level"2"gtltp rend"underline"gtExperimentlt/pgt
• ltdiv level"2"gtltp rend"underline"gtMethodlt/pgt
• ltdiv level"2"gtltp rend"underline"gtResultslt/pgt
• ltdiv level"2"gtltp rend"underline"gtCommentslt/pgt
• ltdiv level"2"gtltp rend"underline"gtConclusionlt/pgt

8
interpersonal

• The heading functions as a repetition of the
  tutors initiation to which the student responds
  in the section that follows (Hamp-Lyons 1988).
• ltp n"dept"gtEconomicslt/pgt
• ltdiv level"1"gtltp rend"bold"gtQuestion 2a)lt/pgt
• ltp n"dept"gtHistorylt/pgt
• lttitlePart type"main" rend"underline"gtWhat, if
  anything, does Oscar Wildes Portrait of Dorian
  Gray Owe to Cesare Lombroso?lt/titlePartgt

9
2b. Assignment structure

• simple no parts
• complex structurally related parts
• compound independent parts

10
simple assignments
0022a simple essay

• ltsourceDescgt
• ltp n"essayID"gt0022alt/pgt
• ltp n"dept"gtPsychologylt/pgt
• ltp n"assignment type"gtessaylt/pgt
• lt/sourceDescgt
• lttitlePart type"main" rend"bold/underline"gtImagi
  ne you are designing a curriculum for primary
  school science classes. Consider how research in
  cognitive development could help you decide which
  concepts are taught when.lt/titlePartgt
• ltpgtThe structure of education has been shaped by
  many cognitive psychologists over the past...

11
0003b simple ethnography

• ltsourceDescgt
• ltp n"essayID"gt0003blt/pgt
• ltp n"dept"gtSociologylt/pgt
• ltp n"assignment type"gtethnographylt/pgt
• lt/sourceDescgt
• lttitlePart type"main" rend"bold"gtAn urban
  ethnography of two bookshops in Leamington Spa,
  November 2004. lt/titlePartgt
• lttitlePartgtBy xxx, History and Sociology. Tutor
  zzz.lt/titlePartgt
• ltpgtOn Friday afternoon, the 26th of November, I
  conducted my ethnographic observation in an urban
  setting in the centre of Leamington. My first...
• ltp type"wc"gtWord count 1443. lt/pgt

12
0006a - complex, textual

• complex assignments

• ltsourceDescgt
• ltp n"essayID"gt0006alt/pgt
• ltp n"dept"gtBiologylt/pgt
• ltp n"assignment type"gtreportlt/pgt
• lt/sourceDescgt
• lttitlePart type"main" rend"bold"gtExperiment 15
  Aspects of bacterial genetics Conjugation and
  Recombinationlt/titlePartgt
• ltdiv level"1"gtltp rend"bold"gtAim / Abstract lt/pgt
• ltdiv level"1"gtltp rend"bold"gtIntroduction lt/pgt
• ltdiv level"1"gtltp rend"bold"gtMethod lt/pgt
• ltdiv level"1"gtltp rend"bold"gtResults lt/pgt
• ltdiv level"1"gtltp rend"bold"gtDiscussion lt/pgt
• ltdiv level"1"gtltp rend"bold"gtConclusion lt/pgt
• ltdiv type"appendix"gtltp rend"bold"gtAppendix lt/pgt

13
0006c - complex, ideational/textual

• ltsourceDescgt
• ltp n"essayID"gt0006clt/pgt
• ltp n"dept"gtBiologylt/pgt
• ltp n"assignment type"gtessaylt/pgt
• lt/sourceDescgt
• lttitlePart type"main" rend"bold"gtEndosymbiotic
  Theorylt/titlePartgt
• ltdiv level"1"gtltp rend"bold"gtAbstractlt/pgt
• ltdiv level"1"gtltp rend"bold"gtIntroductionlt/pgt
• ltdiv level"1"gtltp rend"bold"gtHistory of
  Endosymbiotic Theorylt/pgt
• ltdiv level"1"gtltp rend"bold"gtFactors in favour
  of mitochondrial and chloroplast
  endosymbiosislt/pgt
• ltdiv level"1"gtltp rend"bold"gtSummarylt/pgt
• ltp type"wc"gtWord count 2700lt/pgt
• ltdiv type"bib"gtltp rend"bold"gtREFERENCElt/pgt

14
3035a - complex, ideational

• ltsourceDescgt
• ltp n"essayID"gt3035alt/pgt
• ltp n"dept"gtHealth and social carelt/pgt
• ltp n"assignment type"gtresearch proposalslt/pgt
• lt/sourceDescgt
• ltdiv level"1"gtltp rend"bold/underline"gtResearch
  Proposal Randomized Control Triallt/pgt
• ltdiv level"2"gtltp rend"bold"gtExplanatory
  research questionlt/pgt
• ltdiv level"2"gtltp rend"bold"gtNull
  hypothesislt/pgt
• ltdiv level"2"gtltp rend"bold"gtAlternate
  hypothesislt/pgt
• ltdiv level"1"gtltp rend"bold/underline"gtStudy
  designlt/pgt
• ltdiv level"2"gtltp rend"bold"gtParticipantslt/pgt
• ltdiv level"2"gtltp rend"bold"gtInterventionslt/pgt
• ltdiv level"2"gtltp rend"bold"gtData
  collectionlt/pgt
• ltdiv level"2"gtltp rend"bold"gtReliability and
  validitylt/pgt
• ltdiv level"2"gtltp rend"bold"gtData analysislt/pgt
• ltdiv level"1"gtltp rend"bold/underline"gtEthical
  issueslt/pgt

15
0023c - complex, interpersonal/ideational

• ltsourceDescgt
• ltp n"essayID"gt0023clt/pgt
• ltp n"dept"gtEngineeringlt/pgt
• ltp n"assignment type"gtreportlt/pgt
• lt/sourceDescgt
• lttitlePartgtES21V INTERMEDIATE TECHNOLOGY AND
  FIELD COURSElt/titlePartgt
• lttitlePartgtAssignment 1lt/titlePartgt
• lttitlePart type"main" rend"italic"gtMicro-hydro
  reportlt/titlePartgt
• lttitlePartgt000lt/titlePartgt
• lttitlePartgtSecond Year EDAT Undergraduatelt/titlePa
  rtgt
• lttitlePartgtI002lt/titlePartgt
• ltdiv level"1"gtltp rend"underline"gtBackgroundlt/pgt
• ltdiv level"1"gtltp rend"underline"gtWhat is the
  state of play of the stream?lt/pgt
• ltdiv level"1"gtltp rend"underline"gtWhats the
  estimation of the pipe?lt/pgt
• ltdiv level"1"gtltp rend"underline"gtWhat about
  ROCs?lt/pgt
• ltdiv level"1"gtltp rend"underline"gtIs connection
  to the grid an option?lt/pgt
• ltdiv level"1"gtltp rend"underline"gtHow about a
  new turbine?lt/pgt

16
compound assignments

• parts are /- independent
• unordered
• not cohesive
• embedded
• whole "functions as a unity with respect to its
  environment" (Halliday and Hasan 1976)
• embedding
• parallel or complementary parts (aaa /
  abc)
• simple or complex embedding (bbb /
  a1bba3)

• self sufficient
• parallel
• (Hoey 2001)

17
3042f parallel, simple
ltsourceDescgt ltp n"essayID"gt3042flt/pgt ltp
n"dept"gtHospitality, leisure and tourism
managementlt/pgt ltp n"assignment type"gtanalytical
bibliographieslt/pgt lt/sourceDescgt lttitlePartgtTOURI
SM IMPACT ANALYSIS, U57266.lt/titlePartgt lttitlePart
gtModule leader zzzlt/titlePartgt lttitlePartgtCOURSEW
ORK ELEMENT ONE lt/titlePartgt lttitlePart
type"main" rend"bold/italic"gtAnalytical
bibliographies lt/titlePartgt lttitlePartgtxxxlt/titleP
artgt lttitlePartgt000lt/titlePartgt lttitlePartgtMarch
2005lt/titlePartgt ltdiv level"1"gtltp
rend"bold"gtJones, D L, Jurowski, C Uysal, M
(2000), "Host community residents attitudes a
comparison of environmental viewpoints", Tourism
and Hospitality Research, 2 (2)
129-156.lt/pgt ltdiv level"2"gtltp
rend"bold"gtNoteslt/pgt ltdiv level"2"gtltp
rend"bold"gtComment Analysislt/pgt ltdiv
level"2"gtltp rend"bold"gtEvidence to support
argument lt/pgt ltdiv level"2"gtltp rend"bold"gtKey
linkslt/pgt
/cont
18
3042f parallel, simple -cont-

• ltdiv level"1"gtltp rend"bold"gtDyer, P, Aberdeen,
  L Schuler, S (2003), "Tourism impacts on an
  Australian indigenous community a Djabugay case
  study", Tourism Management, 24 (1) 83-95.lt/pgt
• ltdiv level"2"gtltp rend"bold"gtNoteslt/pgt
• ltdiv level"2"gtltp rend"bold"gtComment
  Analysislt/pgt
• ltdiv level"2"gtltp rend"bold"gtEvidence to
  support argumentlt/pgt
• ltdiv level"2"gtltp rend"bold"gtKey linkslt/pgt
• ltdiv level"1"gtltp rend"bold"gtSheldon, P J
  Abenoja, T (2001), "Resident attitudes in a
  mature destination the case of Waikiki", Tourism
  Management, 22 435-443.lt/pgt
• ltdiv level"2"gtltp rend"bold"gtNoteslt/pgt
• ltdiv level"2"gtltp rend"bold"gtComment
  Analysislt/pgt
• ltdiv level"2"gtltp rend"bold"gtEvidence to
  support argumentlt/pgt
• ltdiv level"2"gtltp rend"bold"gtKey linkslt/pgt
• ltdiv level"1"gtltp rend"bold"gtLynch, P A (1999),
  "Host attitudes towards guests in the homestay
  sector", Tourism and Hospitality Research, 1 (2)
  119-144.lt/pgt
• ltdiv level"2"gtltp rend"bold"gtNoteslt/pgt
• ltdiv level"2"gtltp rend"bold"gtComment
  Analysislt/pgt
• ltdiv level"2"gtltp rend"bold"gtEvidence to
  support argumentlt/pgt
• ltdiv level"2"gtltp rend"bold"gtKey linkslt/pgt

19
6066g complementary, simple

• ltsourceDescgt
• ltp n"essayID"gt6066glt/pgt
• ltp n"dept"gtClassicslt/pgt
• ltp n"assignment type"gtessay reviewlt/pgt
• lt/sourceDescgt
• lttitlePart type"main" rend"underline"gtIn the
  Iliad, is being a good hero
• lttitlePart rend"underline"gtBy xxxlt/titlePartgt
• ltpgtAlthough there are many heroes in the Iliad
  who are rulers
• ltdiv type"bib"gtltp rend"underline"gtBibliographylt/
  pgt
• lttitlePart type"main" rend"underline"gtIn the
  Iliad, is being a good hero
• lttitlePart rend"underline"gtLiterary
  Criticismlt/titlePartgt
• lttitlePart rend"underline"gtBy xxxlt/titlePartgt
• ltpgt"So they spoke in tears to their dear son. But
  all their
• ltdiv type"bib"gtltp rend"underline"gtBibliographylt/
  pgt

20
6010a complementary, complex

• ltsourceDescgt
• ltp n"essayID"gt6010alt/pgt
• ltp n"dept"gtLinguisticslt/pgt
• ltp n"assignment type"gtassignmentlt/pgt
• lt/sourceDescgt
• lttitlePart type"main" rend"bold"gt Assignment 2.
  lt/titlePartgt
• ltdiv level"1"gtltp rend"bold"gtTask 1. An
  exercise in multimodal discourse analysis.lt/pgt
• ltdiv level"1"gtltp rend"bold"gtTask 2. An
  interview concerning an area of contested
  language use.lt/pgt
• ltdiv level"2"gtltp rend"underline"gtIntroductionlt/
  pgt
• ltdiv level"2"gtltp rend"underline"gtExperiment
  lt/pgt
• ltdiv level"2"gtltp rend"underline"gtMethodlt/pgt
• ltdiv level"2"gtltp rend"underline"gtResults lt/pgt
• ltdiv level"2"gtltp rend"underline"gtCommentslt/pgt
• ltdiv level"2"gtltp rend"underline"gtConclusion
  lt/pgt
• ltdiv level"1"gtltp rend"underline"gtConclusion to
  tasks 1 and 2.lt/pgt
• ltp type"wc"gt1097 wordslt/pgt
• ltdiv type"appendix"gtltp rend"bold"gtAppendix
  1lt/pgt
• ltdiv type"appendix"gtltp rend"bold"gtAppendix
  2lt/pgt

21
6045a parallel, simple

• ltsourceDescgt
• ltp n"essayID"gt6045alt/pgt
• ltp n"dept"gtLinguisticslt/pgt
• ltp n"assignment type"gtessaylt/pgt
• lt/sourceDescgt
• lttitlePart type"main" rend"bold/underline"gtChimp
  anzees can use signs, but do they have
  language?lt/titlePartgt
• lttitlePart type"main" rend"bold/underline"gt
  Childrens reading and writing has to be learnt
  in contrast to speech.lt/titlePartgt
• lttitlePart type"main" rend"bold/underline"gt
  Does understanding the organisation of language
  in the brain contribute to the study of
  language?lt/titlePartgt
• ltdiv type"bib"gtltp rend"bold"gtBIBLIOGRAPHYlt/pgt

22
6033g complementary, simple

• ltsourceDescgt
• ltp n"essayID"gt6033glt/pgt
• ltp n"dept"gtArchaeologylt/pgt
• ltp n"assignment type"gtskeletal reportlt/pgt
• lt/sourceDescgt
• lttitlePart type"main" rend"bold"gtSkeletal
  Reportlt/titlePartgt
• lttitlePartgtName of assessor lt/titlePartgt
• lttitlePartgtSkeleton number (500) 20lt/titlePartgt
• lttitlePartgtContext Hulton Abbey
  00273lt/titlePartgt
• ltdiv type"ToC"gtltpgtlt/pgt
• ltdiv level"1"gtltp rend"bold/underline"gt1)
  Description of Preservationlt/pgt
• ltdiv level"1"gtltp rend"bold/underline"gt2) Sex
  Estimatelt/pgt
• ltdiv level"2"gtltp rend"underline"gtSkulllt/pgt
• ltdiv level"2"gtltp rend"underline"gtPelvislt/pgt
• ltdiv level"2"gtltp rend"underline"gtMetrical
  Datalt/pgt

/cont
23
6033g complementary, simple -cont-

• ltdiv level"1"gtltp rend"bold/underline"gtAge
  Estimatelt/pgt
• ltdiv level"2"gtltp rend"underline"gtSkulllt/pgt
• ltdiv level"2"gtltp rend"underline"gtDentitionlt/pgt
  
• ltdiv level"2"gtltp rend"underline"gtRib
  Ageinglt/pgt
• ltdiv level"2"gtltp rend"underline"gtPelvislt/pgt
• ltdiv level"1"gtltp rend"bold/underline"gtStature
  Estimate lt/pgt
• ltdiv level"2"gtltp rend"underline"gtUlna lt/pgt
• ltdiv level"2"gtltp rend"underline"gtRadiuslt/pgt
• ltdiv level"2"gtltp rend"underline"gtFemur lt/pgt
• ltdiv level"1"gtltp rend"bold/underline"gtSummarylt/
  pgt
• lttitlePart type"main" rend"bold/underline"gtDiary
  lt/titlePartgt
• ltdiv level"1"gtltp rend"bold/underline"gtPractical
  session 1lt/pgt
• ltdiv level"1"gtltp rend"bold/underline"gtPractical
  session 2lt/pgt
• ltdiv level"1"gtltp rend"bold/underline"gtPractical
  session 3lt/pgt
• ltdiv level"1"gtltp rend"bold/underline"gtPractical
  session 4lt/pgt

24
3. Characterising student writing

• By marking up headings on all 3000 assignments,
  we will be able to check emic assignment types
  against how the assignments are partitioned
  (simple, complex, compound) and how the sections
  function for the whole corpus.
• We will also be able to describe these types
  across the disciplines.

25
Psychology Essays and Biochemistry Lab Reports

• ltsourceDescgt
• ltp n"essayID"gt0007blt/pgt
• ltp n"dept"gtBiochemistrylt/pgt
• ltp n"assignment type"gtreportlt/pgt
• lt/sourceDescgt
• ltdiv level"1"gtltp rend"bold"gtIntroductionlt/pgt
• ltdiv level"1"gtltp rend"bold"gtMethodlt/pgt
• ltdiv level"1"gtltp rend"bold"gtResultslt/pgt
• ltdiv level"1"gtltp rend"bold"gtDiscussionlt/pgt

26
Engineering Lab Reports

• ltsourceDescgt
• ltp n"essayID"gt0021alt/pgt
• ltp n"dept"gtEngineeringlt/pgt
• ltp n"assignment type"gtreportlt/pgt
• lt/sourceDescgt
• ltdiv level"1"gtltp rend"bold"gt3.0
  Introductionlt/pgt
• ltdiv level"1"gtltp rend"bold"gt4.0 Theorylt/pgt
• ltdiv level"1"gtltp rend"bold"gt5.0 Apparatus and
  Methodslt/pgt
• ltdiv level"1"gtltp rend"bold"gt6.0 Observations
  and Resultslt/pgt
• ltdiv level"1"gtltp rend"bold"gt7.0 Analysis and
  Discussionlt/pgt
• ltdiv level"1"gtltp rend"bold"gt8.0 Conclusionslt/pgt

27
Sociology and Politics

• ltsourceDescgt
• ltp n"essayID"gt0021alt/pgt
• ltp n"dept"gtPoliticslt/pgt
• ltp n"assignment type"gtessaylt/pgt
• lt/sourceDescgt
• ltdiv level"1"gtltp rend"bold"gtIntroductionlt/pgt
• ltdiv level"1"gtltp rend"bold"gtDefining the
  Termslt/pgt
• ltdiv level"1"gtltp rend"bold"gtThatcher -
  Instigating Changelt/pgt
• ltdiv level"1"gtltp rend"bold"gtBlair - Advancing
  the Trend?lt/pgt
• ltdiv level"1"gtltp rend"bold"gtThe Importance of
  Contextlt/pgt
• ltdiv level"1"gtltp rend"bold"gtCabinet
  Revival?lt/pgt
• ltdiv level"1"gtltp rend"bold"gtConclusionlt/pgt

28
Medical case histories
(Nesi and Gardner 2006)

• ltsourceDescgt
• ltp n"essayID"gt0047clt/pgt
• ltp n"dept"gtMedicinelt/pgt
• ltp n"assignment type"gtessaylt/pgt
• lt/sourceDescgt
• ltdiv level"1"gtReferral informationlt/pgt
• ltdiv level"1"gtHistorylt/pgt
• ltdiv level"1"gtAnalysis of historylt/pgt
• ltdiv level"1"gtPhysical examination and mental
  state examinationlt/pgt
• ltdiv level"1"gtAnalysis of history and
  examinationlt/pgt
• ltdiv level"1"gtFormulation of the patient's
  problem(s)lt/pgt
• ltdiv level"1"gtManagementlt/pgt
• ltdiv level"1"gtOutcomelt/pgt
• ltdiv level"1"gtEvidence based care and issues for
  researchlt/pgt
• ltdiv level"1"gtCommentarylt/pgt
• ltdiv level"1"gtImpact on your learninglt/pgt

29
References
Halliday, M.A.K. and R. Hasan. 1976. Cohesion in
English. London Longman. Hamp-Lyons, L. 1988.
"The product before Task-related influences on
the writer." In P. C. Robinson (ed.) Academic
Writing Process and Product. ELT Docs. 129.
Modern English. Hoey, M. 2001. Textual
interaction an introduction to written discourse
analysis. London Routledge. Martin, J.R. 1992.
English text system and structure. Amsterdam
Benjamins. Nesi, H. and S. Gardner 2006. Nesi,
H. S. Gardner (forthcoming Sept 2006)
"Variation in disciplinary culture University
tutors views on assessed writing tasks." In
Kiely, R., Clibbon, G., Rea-Dickins, P.
Woodfield, H. (eds) Language, Culture and
Identity in Applied Linguistics. London Equinox
Publishing. Ravelli, L. 2004. In L. Ravelli and
R. Ellis (eds) pp. 131-152. Analysing Academic
Writing Contextualized Frameworks. London
Continuum.

• Sheena Gardner and Jasper Holmes. University of
  Warwick

j.w.holmes_at_warwick.ac.uk
s.f.gardner_at_warwick.ac.uk