Writing to evaluate: A synthesis of appraisal studies at different levels of EAP writing

Abstract

Evaluative language is crucial in English for Academic Purposes (EAP) writing, particularly in expressing authorial stance and supporting arguments. Among various linguistic frameworks, appraisal in Systemic Functional Linguistics (SFL) has been extensively used to map and assess evaluative linguistic features. Since its inception in the early 1990s, appraisal has been widely applied to EAP writing studies. This synthesis reviews EAP writing studies using the appraisal framework published over the past decades, synthesizing 69 publications. We developed coding schemes based on research questions, focusing on learner levels, subjects studied, text type, and generated findings. Our findings indicate that appraisal has been applied by EAP writers at different levels to perform a range of functions in their writing. However, previous studies show that there is a lack of longitudinal study of appraisal resources used by EAP writers at different levels. We recommend systematic and explicit instruction in the use of appraisal resources in EAP writing. Based on our findings, we offer pedagogical suggestions for EAP writing and teaching, aiming to enhance the effectiveness of EAP instruction and the quality of student writing.