Sentence examples for invoking attitudes from inspiring English sources

Thus, one issue addressed by looking at the means for invoking attitudes is related to how these rhetorical strategies are also implicated in the construction of textual persona (see for example Bucholtz & Hall 2005, Don 2011).

Thus these divisions need to be regarded as groupings of elements or resources observed to occur in the service of invoking attitudes in texts, and not as definitive bases for any particular attitudinal value.

In this paper, the perspective taken is rather of an array or 'spectrum' of resources of interpretation, in order to highlight the fact that the model focuses on mechanisms for invoking attitudes rather than levels along a cline of instantiation.

Other graphic resources such as colour, typography, and layout itself are also deployed in social media sites to manage identity as well (c.f. Kress and van Leeuwen 2002, van Leeuwen 2005, Djonov & van Leeuwen 2012), invoking attitudes towards certain images and ideas in less precise ways than made available through verbal language.

Less attention has been given to their function in invoking attitude and the potential rhetorical effects of their deployment.

For the same reason, engagement resources and the co-positioning of addressees have been shown to operate in activating or invoking attitude as well.

Here of course, discussion on the nature of evaluative stance and its relationship to invoking attitude shades into the realm of the interpersonal in general.

The next section exemplifies 'tokens' at the less explicit end of the spectrum and hence focuses on the more intertextually-reliant ways of invoking Attitude.

In this sense then, the writer of this text could be seen as invoking attitude as a way of exerting control over the group by the threat of negative evaluation, or what Hasan (2001) describes as "condition implicit".

The selection of experiential meanings functions to construe the objective world from a subjective stance (Hood 2004, 2009; Hood and Martin 2007) by invoking attitude through lexical metaphor (provoke), graduation resources (flag) and the underlying cultural background (afford).

The system further differentiates inscribed attitudes that are made explicitly, using attitudinal lexis, from invoked attitudes or tokens that are evoked through less explicit descriptions of one's experience.