While the humanities are generally categorised as a knower code, the subjects occupy relative spaces within this categorical space, some more strongly knower oriented than others. Both linguistic and sociological analyses of highly graded student writing are used to demonstrate differences in the ways that ‘objective evaluation’ is achieved in each subject, the types of extended writing valued in each, and corresponding opportunities for students to engage with more uncommon-sense meanings and to build cumulative knowledge. It investigates the humanities’ humanity, that is, the values and attitudes which underlie different subjects and how these differ in texts written for examination purposes in modern and ancient history, society and culture and community and family studies. This thesis explores the interpersonal landscape of senior high school humanities subjects. Appraisal as a whole is a promising model to explore texts in different genres, paving the way for richer more illuminating analyses of the interpersonal semantics operating in them. The study sheds light on the fact that both genres are strikingly close in using the four subsystems of Engagement, and both are inclined towards dialogic expansion, albeit for different generic reasons, with dialogic contraction taking a backbench. A corpus of 20,000 words was selected from each genre, involving five cornerstones of short fiction and a collection of news articles from CNN, Reuters, BBC, Daily Mail and Yahoo News. Engagement is a medium through which the speaker or the writer engages dialogistically with others (i.e., the addressees, within the process of evaluation).

This study sets out to analyze the use of the system of Engagement within a sample of English Literature (prose fiction) and the News (news articles). There are three systems in the Appraisal framework: Attitude, Engagement, and Graduation. Emerging within Systemic Linguistics, Appraisal/Evaluation is a framework for analyzing the language of evaluation, providing techniques for the systematic analysis of evaluation and stance as they operate in whole texts and in groupings of texts.

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