Dr. Terry Royce joined UTS as Senior Lecturer in 2009, after more than two decades living and working in Japan. His previous appointment was as Associate Professor (adjunct) and Program Director for the off-campus Teachers College, Columbia University (New York) Graduate Program, and concurrently as a Director of TC Educational Services Pty Ltd [Kyou-iku Services Y.K.] for Teachers College, Columbia University (NY).
At the Graduate Research School (GRS) he coordinates the Research Literacies program for Higher Degree Research (HDR) students. He also delivers professional development lectures and workshops on research literacies as part of the Early Career Researchers (ECRs) Connect program, and the Doctoral Supervision Development Program. He supervises doctoral students in the Faculty of Arts and Social Sciences in applied linguistics (forensic linguistics) and language education (TESOL), and an invited external examiner for doctoral dissertations in these areas for a range of Australian and overseas universities. He is also a member of the UNSW Unisearch Expert Opinion Services.
His research interests focus on forensic linguistics, multimodal text analysis, discourse and cohesion analysis across disciplines, and language education. His external teaching, consultancy, and research work is in forensic discourse analysis and forensic stylistics, where he has carried out questioned authorship analyses and forensic stylistic analyses for various private and governmental organizations. He also conducts professional development workshops for the Counter Terrorism and Special Tactics (CT&ST) Command in the NSW Police Service, focussing on research skills for the CT Strategy Unit, spoken communication in critical incident policing for senior members of Negotiators Unit (State Protection Group), and issues in written communication in the preparation of ‘Godfrey’ reports with the Security Management Unit (SMU). He also acts as an adjunct doctoral research supervisor for the Centre for Policing, Intelligence and Counter-Terrorism (PICT) at Macquarie University.
Terry’s research in forensic linguistics has been published in related academic journals, including the Harvard University Law School’s Negotiation Journal, the Journal of Policing, Intelligence and Counter Terrorism (JPICT), and the International Journal of Law, Language and Discourse (IJLLD). The most recent is a chapter entitled “Serving a high-risk warrant: The role of context in police crisis negotiations” in Discourse and Crisis: From Immediacy to Reflection in the John Benjamin Series 'Discourse Approaches to Politics, Society and Culture', edited by Ruth Wodak.
Terry was awarded a BA in Economics and a Diploma in Education from Macquarie University, a Graduate Diploma in Multicultural Education from the University of New England, an MA in Applied Linguistics (with Merit) from Sydney University, and a Ph.D. in Linguistic Science from the University of Reading, England.
Forensic linguistics, Disciplinary discourse and cohesion analysis, Research literacies, Multimodality, TESOL education, Systemic-Functional Linguistics (SFL)
Forensic linguistics, research literacies, discourse analysis, sociolinguistics, TESOL teaching methods & practice
New Directions in the Analysis of Multimodal Discourse offers a comprehensive international view of multimodal discourse and presents new directions for research and application in this growing field. With contributions from top scholars around the world, this work opens up the field of multimodal discourse analysis as it covers a wide range of interests such as computational linguistics, education, ideology, and media discourse. The range and scope of the chapters in this book provide groundbreaking insights into exploring and accounting for the various facets of multimodality in a range of texts and contexts. Initial chapters specifically aim to tackle theoretical issues, while subsequent chapters focus on important research areas such as writing and graphology, genre, ideology, computational concordancing, literacy, and cross cultural and cross linguistic issues. In the final chapters, an emphasis is placed on the educational implications of multimodality in first and second language contexts, a particularly new and interesting contribution. © 2007 by Lawrence Erlbaum Associates, Inc. All rights reserved.
Royce, T. 1987, Developing Language Skills in History, 1st, Multicultural Education Centre, Directorate of Special Programs, NSW Department of Education, Sydney, Australia.
With team of education officers, at the Multicultural Education Centre, Directorate of Special Programs, NSW Department of Education. Book distributed state-wide.
Royce, T. 1987, Passwords ABC TV Series ESL, 1st, Multicultural Education Centre, Directorate of Special Programs, NSW Department of Education, Sydney, Australia.
Booklet produced in combination with the Australian Broadcasting Commission.
Royce, T. 1986, Beyond the Classroom - Organising first-hand experiences for language development K-12, Parts 1 & 2., 1st, Multicultural Education Centre, Directorate of Special Programs, NSW Department of Education, Sydney, Australia.
Edited by J. Thomas, complied by T.Royce (Parts 1 & 2)
Royce, T. 1985, Developing Language Skills in Economics, 1st, Multicultural Education Centre, Directorate of Special Programs, NSW Department of Education, Sydney, Australia.
Book distributed state-wide by the Multicultural Education Centre, Directorate of Special Programs, NSW Department of Education
Royce, T. 1983, Organising ESL Across the Curriculum, 1st, Multicultural Education Centre, Directorate of Special Programs, NSW Department of Education, Sydney, Australia.
(With Maria Gray-Spence). Booklet produced, edited and distributed state-wide to all NSW Dept. of Education Schools with ESL Programs.
Royce, T.D. 2015, 'Intersemiotic complementarity in legal cartoons: an ideational multimodal analysis', International Journal for the Semiotics of Law/Revue Internationale De Semiotique Juridique, vol. 28.View/Download from: UTS OPUS or Publisher's site
The analysis of legal communication has almost exclusively been the
domain of discourse analysts focusing on the ways that the linguistic system is used
to realise legal meanings. Multimodal discourse analysis, where visual forms in
combination with traditional linguistic expressions co-occur, is now also an area of
expanding interest. Taking a Systemic Functional Linguistics ''social semiotic''
perspective, this paper applies and critiques an analytical framework that has been
used for examining intersemiotic complementarity in various types of page-based
multimodal texts by analysing a cartoon satirizing the demands that verdict deliberations
can make on a citizen jury seated in a Crown Court. While the multimodal
analysis reveals that a straightforward application of this analytical framework is
useful in and of itself, it is argued that the framework needs to be extended to also
account for further and more complex layers of represented meaning. The analysis
is also situated in the wider legal social semiotic, and draws attention to international
debates on the efficacy of the jury system itself.
This presentation will demonstrate, via the analysis of a sample text from The Economist magazine, that a multimodal text is not just simply an isolate resulting from a particular contextual configuration, but is fundamentally a realisation of other texts, especially previous texts which are taken for granted by those who share in its production and reception (Bakhtin 1986:91). A multimodal text has a 'history', and the previous interactions between other texts and their contexts in a sense "leave their mark". This would include not only the multimodal ideational and interpersonal features of previous texts being carried over, but also perhaps some 'coded' expressions or formulaic sequences which could signal what is happening, or act to possibly predict what will occur next (Halliday and Hasan 1985:47). Accordingly, the sample text will be examined in terms of the three aspects of its intertextual 'history':
The Subject Matter and the Issue (field-related)
The Attitudes (tenor-related)
Visual Typology (mode-related)
Royce, T.D. 2012, 'The Analysis of Police Crisis Negotiations: Important Interactional Features', International Journal of Law, Language and Discourse (IJLLD), vol. 2, no. 3, pp. 1-24.View/Download from: UTS OPUS
In recent years understandings of the interactional features of police crisis negotiations have developed through approaches which have built on and developed the precursor bargaining and expressive models of crisis negotiations. This paper draws upon this more interactional interpretation of police crisis negotiations by highlighting and discussing their main features: the use of active listening to build rapport with a person of interest (POI), the discourse staging of the negotiation (critical moments), and the role that features of the context before and during the incident can play in the language choices made by the negotiator in interaction with the POI. These interactional features are illustrated via extracts from a police crisis negotiation in Australia, and suggestions for further research are provided.
Royce, T.D. & Ishikawa, S. 2012, 'Reflections on the Introduction of Email/Chat-based Discussions in a Graduate TESOL Program in Japan', Shonan Eibungaku [Shonan English Literature Journal], vol. 7, pp. 59-73.View/Download from: UTS OPUS
Royce, T. 2011, 'M. COULTHARD AND A. JOHNSON, THE ROUTLEDGE HANDBOOK OF FORENSIC LINGUISTICS', Australian Review of Applied Linguistics, vol. 34, no. 1, pp. 108-111.
Invited book review
Royce, T. 2010, 'The Negotiator and the Bomber: Analysing the critical role of active listening in crisis negotiations', Shonan Eibungaku [Shonan English Literature Journal], vol. 5, pp. 44-73.View/Download from: UTS OPUS
This article extends Michael R. Hammer and Randall G. Rogan's communication-based, interactive model of crisis negotiation by examining the role of active listening by a police negotiator in New South Wales, Australia in the process of serving a 'high-risk warrant on an armed and dangerous man who was expected to resist. Through an analysis of the interaction between the perpetrator and the negotiator, this paper demonstrates that the use of active listening in the early stages of the negotiation was a critical factor in the resolution of this crisis and is an essential skill for any hostage negotiator.
Royce, T. 2005, 'The Negotiator and the Bomber: Analysing the critical role of active listening in crisis negotiations', Negotiation Journal, vol. 21, no. 1, pp. 5-27.View/Download from: UTS OPUS or Publisher's site
This article extends Michael R. Hammer and Randall G. Rogan's communication-based, interactive model of crisis negotiation by examining the role of active listening by a police negotiator in New South Wales, Australia in the process of serving a "high-risk warrant" on an armed and dangerous man who was expected to resist. Through an analysis of the interaction between the perpetrator and the negotiator, this paper demonstrates that the use of active listening in the early stages of the negotiation was a critical factor in the resolution of this crisis and is an essential skill for any hostage negotiato
Royce, T. 2002, 'Developing Visual Literacy for the 21st Century', The Language Teacher, vol. 26, no. 7, pp. 23-25.
Royce, T. 1998, 'Synergy on the Page: Exploring intersemiotic complementarity in page-based multimodal text.', JASFL Occasional Papers, vol. 1, no. 1, pp. 25-49.
Royce, T. 1995, 'The Analysis of Economics Discourse: A General Review', Australian Review of Applied Linguistics, vol. 18, no. 2, pp. 137-159.
Royce, T. 1994, 'Reading Economics in English: Aspects of Course Development in a Japanese University', RELC Journal, vol. 25, no. 1, pp. 26-55.
Royce, T. 1994, 'The Need to Focus on Function, not Form in the Classroom (Sociolinguistic Contribution to English Teaching in Japan)', JACET (The Japan Association of College English Teachers), vol. 33, pp. 76-77.View/Download from: UTS OPUS
Extract note from Sociolinguistic Contribution to English Teaching in Japan Colloquium.
Royce, T. 1993, 'Pedagogical Perspectives on Economics Language: A Brief Overview', ICU Language Research Bulletin, vol. 8, pp. 75-86.
Royce, T. 1992, 'Economics Discourse and Economists: A Working Paper on Recent Discussions', ICU Language Research Bulletin, vol. 7, pp. 43-57.
Royce, T. 1985, 'Commerce and Economics Textbooks: Students' Language Needs', Liverpool Region Social Sciences Teachers' Association Journal (LRSSTA), vol. 8, no. 1, pp. 6-16.
Royce, T. 1985, 'Commerce and Economics Textbooks: Students' Language Needs', Topics in ESL, vol. 6, pp. 46-53.
Royce, T. 1984, 'Commerce and Economics Textbooks: Students' Language Needs', ECTACOM, vol. 2, no. 4, pp. 20-30.
Royce, T. 1984, 'English for Specific Purposes: A Language Across the Curriculum Approach', Topics in ESL, vol. 5, pp. 39-51.
Royce, T. 1983, 'Pronunciation in English for Vietnamese Speakers: Some Lesson Approaches', Topics in ESL, vol. 4, pp. 17-33.
Braten, O.A., St-Yves, M., Royce, T.D. & Laforest, M. 2016, 'Hostage and Crisis Negotiation, Perspectives on an Interactive Process' in Communication in Investigative and Legal Contexts: Integrated Approaches from Forensic Psychology, Linguistics and Law Enforcement, Wiley, USA, pp. 229-257.View/Download from: UTS OPUS or Publisher's site
Active shooter-scenarios, terrorist attacks and kidnapping, both domestic and abroad, has increased the need for effective tactical crisis communication. In this chapter we discuss resolution through dialogue and will argue that the models presented can change unfolding events in high-stress situations and alter presumably unnegotiable scenarios. Starting with a backdrop on the evolution of hostage and crisis negotiation, we provide an overview of contemporary approaches following both a forensic psychology, law enforcement and linguistic perspective. You will learn how a communicator in a high-stress situation can adapt a coherent strategy of behavioural change and how active listening is used as a vital tool in negotiations. In the last section you will be presented with an excerpt from an active shooter situation and how the dialogue with the perpetrator unfolded.
Royce, T.D. 2016, 'Intersemiotic Complementarity in Print Advertisements' in Klug, N.M. & Stöckl, H. (eds), Handbuch Sprache im Multimodalen Kontext (Handbook of Language and Multimodality), Walter de Gruyter, Berlin/Boston, pp. 348-371.View/Download from: UTS OPUS or Publisher's site
Royce, T.D., Braten, O.A., St Yves, M. & Laforest, M. 2016, 'Issues in hostage / crisis negotiation' in Oxburgh, G., Myklebust, T., Grant, T. & Milne, B. (eds), Communication in Investigative and Legal Contexts: Integrated Approaches from Forensic Psychology, Linguistics and Law Enforcement, John Wiley & Sons, Ltd, pp. 231-257.
Royce, T.D. 2015, 'Professional development in a counter-terrorism policing context: A program of research literacies for writing reports' in de Silva Joyce, H. & Thomson, E. (eds), Language in uniform: Language analysis and training for defence and policing purposes, Cambridge Scholars Publishing, Newcastle-upon-Tyne, pp. 132-149.
Royce, T.D. 2013, 'Serving a high-risk warrant: the role of context in police crisis negotiations' in De RYCKER, A. & DON, Z.M. (eds), Discourse and crisis: Critical perspectives, John Benjamins Publishing Company, Amsterdam: The Netherlands, pp. 101-129.View/Download from: UTS OPUS
Royce, T. 2007, 'Intersemiotic Complementarity: A framework for multimodal discourse analysis' in Royce, T. & Bowcher, W. (eds), New Directions in the Analysis of Multimodal Discourse, Lawrence Erlbaum & Assoc., New York, pp. 63-109.View/Download from: UTS OPUS
In the last century there has been a great deal of work in the analysis of linguistic communication, and in more recent years a body of work has also been built up describing the ways that visual modes project their meanings. However, there has been little work that specifically targets the nature of the intersemiotic semantic relationships between the visual and verbal modes, to explain just what features make multimodal text visuallyverbally coherent. In this chapter a descriptive framework for the analysis of pagebased multimodal texts is introduced and applied to a multimodal text extracted from the Finance department of The Economist magazine. The chapter examines the proposition that both the verbal and visual modes of communication, within the boundaries of a single text, complement each other in the ways that they project meaning, and that this intersemiotic complementarity (Royce, 1998a, 1998b) is realized through various linguistic and visual means peculiar to the respective modes. The sample text analyzed here is an extract from the issue of The Economist magazine published in March 1993, bearing the title heading Mountains still to climb (The Economist, March 27th, 1993, pp. 7778). It is presented in full in Fig. 2.1, and will hereafter be referred to as the Mountains text.
Royce, T. 2007, 'Multimodal Communicative Competence in Second Language Contexts' in Royce, T. & Bowcher, W. (eds), New Directions in the Analysis of Multimodal Discourse, Lawrence Erlbaum & Assoc., New York, pp. 361-390.View/Download from: UTS OPUS
Royce, T. 1998, 'Intersemiosis on the page: A metafunctional interpretation of composition in The Economist Magazine' in Joret, P. & Remael, A. (eds), Language and Beyond - Le Langage et ses au-delÃ, Editions Rodopi B.V., Amsterdam, The Netherlands, pp. 157-176.
Royce, T.D., 'Synergy on the page: Exploring intersemiotic complementarity in page-based multimodal text' in Multimodality: Critical Concepts in Linguistics, Routledge.
Royce, T.D. 2013, 'Research literacies for researchers: conceptualising the literature review', The Proceedings of the International Symposium on Language, Linguistics, Literature and Education 2013, International Symposium on Language, Linguistics, Literature and Education, Asia-Pacific Education and Research Association (AERA), Osaka, Japan, pp. 676-685.View/Download from: UTS OPUS
At the University of Technology, Sydney (UTS), research degree students are supported through the UTS Framework for Doctoral Education, which provides the opportunity to take up modules and subjects across a relevant discipline area, research methods and methodologies as well as research practice such as ethics, communication skills, intellectual property and commercialisation. One of the most important aspects of this experiential support is the Graduate Research School's (GRS) Research Literacies program which aims at developing students' knowledge of the research process and the appropriate and relevant skills for communicating their own research in spoken or written form and according to accepted academic conventions. A core element of the Research Literacies program at GRS is to assist research students to move from a basic informational and analytical interpretation of the literature they have collected and read, to one which conceptualises the reading and allows them to write their literature reviews in a synthesised way. This paper discusses the important issues to do with the literature review that arise in the Research Literacies program at UTS, and presents a sampling of the practical strategies that are used in workshop sessions.
Royce, T. & Sakaguchi, M.B. 2011, 'Reading and Writing in the Subject Areas: Targeted, Discipline-based Interactive Resources for 1st Year UG Students', ACE 2011: The Asian Conference on Education, ACE 2011: The Asian Conference on Education, The International Academic Forum [IAFOR], Osaka, Japan, pp. 1121-1134.View/Download from: UTS OPUS
As Basil Bernstein's (1971) seminal work has demonstrated, students from low socio-economic status (SES) backgrounds can often come to the schooling context disadvantaged by a lack of familiarity with the elaborated codes utilised in schools. Students entering universities from a low SES background can also often be challenged by the elaborated codes of the higher education system and by the discipline-specific
discourses to which they are exposed. In 2008, the Australian Government initiated a Review of Australian Higher Education to examine the future direction of the higher education sector, its fitness towards meeting the needs of the Australian community and economy, and the options for ongoing reform. This paper reports on a funded project under the University of Technology, Sydney (UTS) Widening Participation Scheme (WPS), which arose out of the recommendations of the Review of Australian Higher Education. This project seeks to address the significant challenges facing first-year undergraduate students in regard to discourse and rhetorical structure and the genres of specific disciplines. The project involves firstly conducting a needs analysis and, on the basis of this analysis, providing genre- and discipline-specific online support materials and activities which scaffold students' first attempts at reading and writing in the discourse of their chosen discipline.
Royce, T. 2005, 'Analysing Multimodal Intertextuality: An illustrative analysis', Multimodality: Towards the most efficient communication by humans, Graduate School of Letters: Nagoya University, Nagoya University, Nagoya, Japan, pp. 101-114.
Royce, T. 2003, 'Intersemiotic Complementarity in Multimodal Text: An analytical framework', Creation and practical use of language texts, Graduate School of Letters: Nagoya University, Nagoya University, Nagoya, Japan, pp. 99-109.
21st Century Centre of Excellence Program. Proceedings of the Second International Conference Studies for the Integrated Text Science
Royce, T. 1992, 'Economics Language and Economics Content: An Overview', Language and Content, ILE International Conference, Institute of Language in Education, Hong Kong Education Department, Hong Kong, pp. 288-303.
Royce, T. & Bowcher, W. 1990, 'Getting Out of the Classroom: Fieldwork or Excursions in English for Academic Purpose Courses', Where From Here? Issues Relating to the Planning, Management and Implementation of Language Teaching and Training Programs in the 90's, Institute of Language in Education Conference, Institute of Language in Education, Hong Kong Education Department, Hong Kong, pp. 272-286.