Susan (Sue) Hood is Associate Professor in Applied Linguistics at UTS with a strong research and teaching focus on educational linguistics, academic discourses, and discourse analysis more generally.
From a background in the teaching of English as another language, Sue’s academic career in language studies and language teacher education spans more than 20 years. She joined UTS in 2002 upon returning to Australia from a position of Principal Lecturer at the Hong Kong Polytechnic University. She has since been an invited teaching academic at major universities in China, Latin America, and Europe.
Significant publications include her 2010 book, Appraising Research: Evaluation in Academic Writing (Palgrave). She is co-editor (with Karl Maton and Suellen Shay) of the forthcoming Routledge volume, Knowledge-building: Educational studies in Legitimation Code Theory, and is currently working on a second monograph on story writing in academic publications.
Her discourse analytic studies draw on a social semiotic theorization of language (systemic functional linguistics) and of other modalities (systemic functional semiotics). This informs a study being undertaken on the role of body language in academic pedagogic encounters, with a focus on the relationships of technology, mode and pedagogy.
Can supervise: YES
- The construction of evaluative stance in research writing
- Knowledge, disciplinarity and discourse
- The role of story telling in research writing
- Theorisation and research of body language in pedagogic contexts
- Technologies, modes and pedagogy
Literacy in schooling
- Senior secondary school subjects as sites of transition to tertiary literacy
Teaching English for Academic Purposes
Literacy & Multimodalities
Langauge programming and assessment
Hood, S. 2012, Academic Encounters: Life in Society., 2, Cambridge University Press, New York, U.S..
Textbook: Academic reading and writing
The book makes an important contribution to our understanding of academic writing in English with a focus on how published writers take an evaluative stance in the introductions to published research articles. Drawing on appraisal theory in systemic functional linguistics, the author analyses whole texts and phases of texts to explore comprehensively the ways in which writers bring together a range of resoruces to develop their positions in the flow of discourse. The data derive from a diverse range of disciplines and disciplinary differences are noted and explained. Analyses and explanations will inform pedagogic practices and the detailed application of appraisal theory, carefully and progressively introduced throughout will guide to researchers new to the theory.
© 2017 Elsevier B.V. Science is a discipline of academic study that orients us strongly to field; to knowledge of how phenomena are classified and composed, and how activities implicate other activities. A strong focus on knowledge building can obscure the fact that the learning of science is also about understanding the values that associate with that knowledge. To date the teaching and learning of values in science remains relatively under-explored, particularly from a linguistic perspective, and in the context of spoken pedagogic discourse. The research reported here constitutes a case study of a live undergraduate lecture in health science on the topic of urine formation. It draws on systemic functional linguistic (SFL) theory, with the aim to model tools for analysis and an exploratory process for identifying the nature and expression of scientific values in the lecturer's discourse. Importantly we consider expression in relation to the semiotic systems of language and body language, and are able to show how their inter-semiotic relations function to reinforce a recurring set of values in ways that make them more noticeable to students, with greater potential for recognition and affiliation.
Grenfell, M., Hood, S., Barrett, B.D. & Schubert, D. 2017, 'Towards a realist sociology of education: A polyphonic review essay', Educational Theory, vol. 67, no. 2, pp. 193-208.View/Download from: UTS OPUS or Publisher's site
© 2017 Board of Trustees. This review essay evaluates Karl Maton's Knowledge and Knowers: Towards a Realist Sociology of Education as a recent examination of the sociological causes and effects of education in the tradition of the French social theorist Pierre Bourdieu and the British educational sociologist Basil Bernstein. Maton's book synthesizes the scholarship of Bourdieu and Bernstein and complements their work with 'discoveries from the world of systemic functional linguistics to produce a new 'realist sociology of education. It does so by means of Legitimation Code Theory, defined as a 'toolkit to analyze knowledge construction in cultural fields, especially education. The authors of this review essay take a polyphonic approach in assessing this ambitious synthesis, offering four perspectives on Maton's book. Brian Barrett provides a Bernsteinian perspective; Dan Schubert approaches the book from his grounding in Bourdieu; and Susan Hood contributes a view from systemic functional linguistics. Michael Grenfell weaves these three perspectives together and provides introductory and concluding reflections. They aim, through their combined expertise, to use Maton's book as an occasion to take stock of the state of the field of sociology of education generally and to reflect on the questions: What is its nature and what type of knowledge does it express? To what uses may it be set and what is its place within the larger project of educational theory?.
Hood, S.E. 2017, 'The Significance of Presence in Building Disciplinary Knowledge', Onomázein : Revista de Lingüística, Filología y Traducción, pp. 179-208.View/Download from: UTS OPUS or Publisher's site
Hood, S.E. & Lander, J. 2016, 'Technologies, modes and pedagogic potential in live versus online lectures', International Journal of Language Studies, vol. 10, no. 3, pp. 23-42.View/Download from: UTS OPUS
The practice of summary writing from source texts has long been a core activity in academic writing programs. When described as précis writing, textbooks focusing on teaching this skill date back to the second half of the nineteenth century. In current guidelines, students are typically asked to demonstrate an understanding of the key meanings encoded in source texts by recording those meanings in note form and then reconstructing them in a significantly shorter summary, relying minimally on the original wording. However, what is presented as a relatively straightforward process is made considerably more complex when we consider that any change in wording necessarily impacts on meaning in some way. In this paper, I explore how meaning is implicated in one process of re-instantiation from original text to notes to summary text, and to consider at a theoretical level what is involved in these changes. The findings suggest ways to scaffold the task more effectively for students and novice writers in academic English.
Hood, S. & Forey, G. 2008, 'The inter-personal dynamics of call-centre interactions: co-constructing the rise and fall of emotion', Discourse and Communication, vol. 2, no. 4, pp. 389-409.View/Download from: UTS OPUS or Publisher's site
n this article we investigate how speakers contribute to the interactive rise and fall of emotion in problematic interactions in a data set of in-bound telephone conversations collected from call centres in the Philippines. These interactions are between the Filipino Customer Service Representatives (CSRs) and American clients who initiate the calls to seek information, clarification, or resolution to a problem. The study draws on Appraisal theory (Martin and White, 2005) to analyse the contribution of the caller and the CSR to initiating, maintaining and adjusting the interpersonal intensity of the interaction. Findings point to a limited reliance on explicit attitude on the part of both speakers, with attitude more often implied rather than expressed explicitly. Of note, too, is the interdependence of the attitudinal choices on the part of each speaker, and the role that concessive contractors such as just, already, once, yet and actually , as well as moments of silence can play in the management of the emotive intensity. While we intend the outcomes to make a contribution to professional training in the industry, we also look beyond that context to contribute in theoretical and methodological terms to the analysis of interactions in other contexts where problems need to be resolved through talk.
Joyce, H., Hood, S. & Rose, D. 2008, 'Revisiting reading: exploring an intensive reading pedagogy in adult literacy', Literacy and Numeracy Studies, vol. 16, no. 1, pp. 77-94.View/Download from: UTS OPUS
Hood, S. 2006, 'The persuasive power of prosodies: Radiating values in academic writing', Journal of English for Academic Purposes, vol. 5, no. 1, pp. 37-49.View/Download from: UTS OPUS or Publisher's site
Hood, S. 2005, 'The co-patterning of attitude and field in academic writing: what gets evaluated how?', Australian Review of Applied Linguistics, vol. S, no. 19, pp. 23-40.View/Download from: UTS OPUS
This study explores the ways in which academic writers employ expressions of attitude in the construction of evaluative stance in the introductory sections of research papers. The study draws on the theoretical base of Systemic Functional Linguistics (SFL) (Halliday, 1994, Halliday & Matthiessen, 2004), and in particular on Appraisal theory as a modelling of interpersonal meaning at the level of discourse semantics (Martin 1992, 2000, Martin & Rose, 2003, Martin & White, forthcoming). Attitude is explored from two perspectives: how it is expressed in the discourse, and what it is employed to evaluate. In addressing the second issue, the focus is on the general field (subject matter being constructed in the text) rather than on specific entities. The study is also concerned therefore with how different fields are identified in the texts, and how they relate one to another. The research contributes some significant dimensions to the modelling of attitudinal meanings in the register. Firstly analyses reveal that the register of academic research writing is characteristically constructive of two fields, the knowledge domain being investigated and the research activity conducted in relation to that domain; that these fields are in a relationship of projection one to the other; and that each field is evaluated in quite different ways. The findings contribute at a theoretical level to explaining the apparent contradiction between the dual demands of persuasion and 'objectivity' in the register, and at a practical level by providing a new dimension to frameworks for deconstructing and negotiating evaluative stance with novice academic research writers.
Hood, S. & Forey, G. 2005, 'Introducing a conference paper: getting interpersonal with your audience', Journal of English for Academic Purposes, vol. 4, no. 4, pp. 291-306.View/Download from: UTS OPUS
One of the key means by which knowledge is disseminated in the academic discourse community is the spoken presentation of papers at an academic conference. In contrast to the written research article, the spoken presentation remains relatively under-researched from a linguistic perspective, limiting the knowledge available for explicating this kind of discourse in academic language programs. In this paper, we draw on a social semiotic theory of language (Systemic Functional Linguistics) and of gesture, to frame a multi-layered exploration of interpersonal meaning in this register that incorporates attention to generic staging, to expressions of attitude, and to the co-expression of attitudinal language and gesture. The data are a set of plenary presentations at an academic conference, and the study aims to explore means by which the speakers construe a relationship of solidarity with their audiences in the introductory or 'set-up' stage of their talk.
meaning, at each stratum of language, that is, in the phonology, the lexicogrammar, and in the discourse semantics. Analyses of interpersonal meanings in the lexicogrammar have foregrounded the "inter" dimension of interpersonal meaning in the negotiations of meanings in selections for `mood' and `modality'. In this paper we approach interpersonal meaning through discourse semantics, and offer a complementary perspective that foregrounds the "personal" aspects of the interpersonal. Here our attention is to the ways we express values or attitudes, to the resources we have for doing so directly or indirectly, and to the ways we adjust such expressions through grading them up or down. We begin by elaborating systems of ATTITUDE and GRADUATION, as they are represented within the broader discourse semantic system of appraisal (Martin, 2000a). We then explore the role of ATTITUDE and GRADUATION in one particular register _that of academic discourse, where we consider important implications for the ways in which writers choose to encode values
Hood, S.E. 2016, 'Ethnographies on the move, stories on the rise: Methods in the humanities' in Maton, K., Hood, S. & Shay, S. (eds), Knowledge-building: Educational studies in Legitimation Code Theory, Routledge, New York, pp. 117-137.View/Download from: UTS OPUS
Hood, S.E. 2016, 'Systemic Functional Linguistics and EAP' in Hyland, K. & Shaw, P. (eds), The Routledge Handbook of English for Academic Purposes, Routledge, Abingdon, UK, pp. 193-205.View/Download from: UTS OPUS
Hood, S.E. & Maggiora, P. 2016, 'A Lecturer at Work: Language, the Body and Space in the Structuring of Disciplinary Knowledge in Law' in de Silva Joyce, H. (ed), Language at Work: Analysing Language Use in Work, Education, Medical and Museum Contexts, Cambridge Scholars Publishing, UK, pp. 108-128.View/Download from: UTS OPUS
Hood, S. 2012, 'Voice and Stance as appraisal: persuading and positioning in research writing across intellectual fields' in Hyland, K. & Sancho Guinda, C. (eds), Stance and Voice in Written Academic Genres, Palgrave, UK, pp. 51-68.
The chapter discusses the general concepts of stance and voice from the framework of systemic functional linguistics, exemplifying in analyses of positioning strategies in research writing within various intellectual fields
Hood, S. 2011, 'Body language in Face-to-Face Teaching: A Focus on Textual and Interpersonal Meaning' in Dreyfus, S., Hood, S. & Stenglin, M. (eds), Semiotic margins: Meaning in multimodalities, Continuum International Publishing Group, London, UK, pp. 31-52.View/Download from: UTS OPUS
The rapid expansion of computer-llH.:diated interaction in pedagogic COli texts has focused much critical attentioIl on the modalities or ('-I<';lcliillg and e-learning, suggesting an array of 'new' modes of inter acti 011. AI. the .sallie time, however, there has also been much renewed interest ill the Ilillililllodaiity of \vhat is sometimes disillissivcly referred to as the 'traditiollal' face-to-I"are classroom. Face-to-taCt~ classrooms arc 110\,/ recognized as most l"olllpkx pcd~ agogic sites involving simultaneolls engagements with at k,lst the Illodalities or speech, written texts, visuals, space and bod-y language, including beial expression and gaze (Kress et a1. 2001, Jcwitt 2008, Bourne ~OO:~, LUlld ~007). The analyses in this chapter focus in particular on the modalities or speech and body language.
Hood, S. 2011, 'Writing discipline:Comparing inscriptions of knowledge and knowers in academic writing' in Christie, F. & Maton, K. (eds), Disciplinarity: Functional linguistic and sociological perspectives, Continuum International Publishing Group, London, pp. 106-128.View/Download from: UTS OPUS
Chaper aims to provide an alternative veiw, from an applied linguistics perspective, on the way disiplinary differences are concieved and analysed. Drawing from samples from research artciles the authour demonstrates the differences between social sciences, natural sciences and humanities from this perespective.
Dreyfus, S., Hood, S. & Strenglin, M. 2011, 'Introduction' in Dreyfus, S., Hood, S. & Stenglin, M. (eds), Semiotic margins: Meaning in multimodalities, Continuum, London, UK, pp. 1-6.View/Download from: UTS OPUS
Hood, S. 2010, 'Naming and negotiating relationships in call centre talk' in Forey, G. & Lockwood, J. (eds), Globalization, Communication and the Workplace: Talking across the world, Continuum, London, pp. 88-105.View/Download from: UTS OPUS
Much of the research interest in the discourse oj call cenlre interactions focuses on interpersonal meaning, that is on how speakers relate to each other, on positions of power and identity, and on emotions such as positive or negalive satisfaction. Much of the research to date relies on surveys oj perceptions and to a lesser extent on observational, ethnographic data while the retrospectively oriented interpretations of participants provide some insight into customerCSR relations, they tell us little about the actual roles played by the speakers in interaction, how meanings unfold in talk to generale the potential for perceived satisfactory or unsatisfactory outcomes. The analyses underpinning this discussion focus on what speakers actually say and specifically on how speakers name and reference each other in the talk. The aim is to better understand the ways in which choices in naming junction to construct, to maintain or to shift relationships between customers and CSRs across the duration of a call. While naming practices might be culturally or institutionally proscribed to a greater or lesser extent, shifts in naming choices are also seen to result from contingent decisions to do with the management of the talk towards satisfactory outcomes.
De Silva Joyce, H.C. & Hood, S. 2009, 'English for community membership: planning for actual and potential needs' in Diane Belcher (ed), English for Specific Purposes in Theory and Practice, University of Michigan Press, Ann Arbor, Michigan, pp. 244-263.View/Download from: UTS OPUS
Amajortension underlies the design of English language programs for enabling community membership. On the one hand there is a pressure to respond to a diverse range of specific and immediate needs for language use. At the same time there is an imperative to build the potential of learners to use language beyond specific instances. This chapter explores one response to this tension in the form of a large-scale curriculum designed for adult immigrants in Australia. The chapter articuiates the underlying theory of the curriculum and illustrates in practical examples how such theory is enacted.
Hood, S. 2009, 'Texturing interpersonal meanings in academic argument: pulses and prosodies of value' in Forey, G. & Thompson, G. (eds), Text Type and Texture, Equinox, London, UK, pp. 214-233.View/Download from: UTS OPUS
There is a very extensive research literature on the organisational structuring of academic texts as genres, both from a pragmatic perspective (e.g, Swales 1990; Dudley-Evans 1994; Paltridge 1997; Hyland 2002), sometimes referred to as EAP genre theory (d. Hyon 1996), and from genre theory within Systemic Functional linguistics (SFL) (e.g, Drury 1991; Schleppegre112004; Coffin et at. 2005). Theoretical differences in the conception of genre translate into different practices in the analysis and justification of stages, but from both theoretical perspectives resultant descriptions have had an important impact on academic literacy programs. However, such descriptions do not in themselves exhaust the process of analysis in how meanings pattern and unfold in texts.
Hood, S. 2007, 'Arguing in and across disciplinary boundaries: Legitimising strategies in applied linguistics and cultural studies' in McCabe, A., O'Donnell, M. & Whittaker, R. (eds), Advances in Language and Education, Continuum, London, UK, pp. 185-200.View/Download from: UTS OPUS
Hood, S. & Martin, J. 2007, 'Invoking attitude: the play of graduation in appraising discourse' in Hasan, R., Matthiessen, C. & Webster, J. (eds), Continuing discourse on language: a functional perspective. Vol 2, Equinox, London, UK, pp. 739-764.
This work was translated into Spanish and published in 2006 in Revistos Signos journal
De Silva Joyce, H.C., Hood, S. & Rose, D. National Centre for Vocational Education Research (NCVER) 2008, Investigating the impact of intensive reading pedagogy in adult literacy, pp. 1-32, Adelaide, Australia.
This report is part of the Adult Literacy National Project, funded by the Australian Government, through the Department of Education, Employment and Workplace Relations.
Hood, S., Rose, D. & Joyce, H. Australian Government - DEEWR 2008, Investigating the impact of intensive reading pedagogy in adult literacy, pp. 1-32, Australia.