It discusses an inter-annotator agreement study, and considers instances of systematic disagreement that indicate areas in which Appraisal may be refined or clarified. This paper reviews the typology described by Appraisal, presents a methodology for annotating Appraisal, and the use of this to annotate a corpus of book reviews.
Robust automatic analyses of Appraisal could contribute in a number of ways to computational sentiment analysis by: distinguishing various types of evaluation, for example affect, ethics or aesthetics discriminating between an author’s opinions and the opinions of authors referenced by the author and determining the strength of evaluations. Reminisce about times students have “made tracks” and then looked back to see their path.In the context of Systemic Functional Linguistics, Appraisal is a theory describing the types of language utilised in communicating emotion and opinion. Consequently, reveal a photograph of footprints in the snow or wet footprints on a pool deck. But for students to buy into this reader habit, they also need to know WHY it’s important.
The explanation above addresses WHAT annotation is. Continue this process while reading a short passage. While the Thinking Voice whispers the thought, underline the relevant words and note the gist of the thought in the margin. Periodically pause the Reading Voice to share a thought. Project a short passage and read it aloud. The teacher should plan to model this process. This ensures that the reader is focused on the text/the author’s ideas. It’s just as important to know what the Thinking Voice said as it is to know what words prompted the thought. Certain words/phrases/sentences read by the Reading Voice caused the Thinking Voice to whisper. That’s imperative! Readers don’t just have thoughts they have thoughts about the text. When introducing the process of annotation, emphasize that in addition to marking (e.g., underlining, circling, highlighting, etc.) the words in the text, students MUST note their thinking. If the Thinking Voice retells a paragraph, summarizes a chunk, identifies the main idea of a section, or generates a new understanding/synthesis, the reader should mark/bracket that portion of the text and label it in a 2-3-word phrase within the margin.If the Thinking Voice questions or predicts, the reader should mark the words in the text that caused the wondering, and then note the question/prediction in the margin.If the Thinking Voice creates a visualization, the reader should mark the words in the text and create a quick sketch in the margin.If the Thinking Voice makes a connection, the reader should mark the words in the text and note the connection in the margin.That’s what annotation is-the documentation of the Thinking Voice. Students are to note what their Thinking Voices are whispering. Once students are aware of and listening to their Thinking Voices, they are ready to jot down the various thoughts they are having. The secret to building this essential reader habit is to provide explicit instruction connecting annotation to the Thinking Voice. Too many students don’t know what they should be marking and/or why they should be noticing it.
But for some students, annotation is just a task it’s just something the teacher makes them do. Often teachers require students to annotate the text–and they comply. This is a familiar command in many classrooms. Class, when reading, be sure to take notes, too.
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