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Chapter 1 Introduction 1

1.1 Research Rationales 1

1.2 Key concepts revisited 5

1.3 An overview of identity accounts 11

1.4 Situating edublog studies in the ecology of Intemet 29

1.5 Objectives and significance of the present study 43

1.6 Methodology and data specification 46

1.7 Organization of the book 49

Chapter 2 Theoretical Preparation and Formation 51

2.1 Introduction 51

2.2 Functional perspectives on language 52

2.3 Conceptual foundations for the proposed model 62

2.4 A proposed model for the present study 79

2.5 Summary 82

Chapter 3 Genre as Identity:A Generic Analysis of Edublogs 84

3.1 Introduction 84

3.2 Genre as social activity—a theoretical survey 85

3.3 A generic analysis of edublogs—a quantitative approach 95

3.4 Capturing the entry body texts 117

3.5 Discussion and conclusion 121

Chapter 4 Using"Private Verbs"to Build Virtual Identity 127

4.1 Introduction 127

4.2 Defining and classifying private verbs 127

4.3 The debate of private language argument 130

4.4 Functions and virtual images created by"I+private verb" 132

4.5 Discussion and conclusion 146

Chapter 5 Using Questions to Build Virtual Image 151

5.1 Introduction 151

5.2 Theoretical survey 151

5.3 Questions in edublogs:forms and functions 161

5.4 Questions,audience design and identity construction 180

5.5 Summary 185

Chapter 6 Attitude as Identification:Focusing on One Entry Body Text 187

6.1 Introduction 187

6.2 Individual text as a construct of social practice 188

6.3 Attitude in Appraisal Theory 189

6.4 Appraising the entry body text to be analyzed 196

6.5 Struggling between self and others:Using Attitude in analysis 201

6.6 Discussion and conclusion 210

Chapter 7 Conclusion 214

7.1 Major contributions 214

7.2 Chief findings and implications 218

7.3 Limitations and suggestions for future research 221

Bibliography 223

Appendix:Edublog addresses with the naming clusters 249

Table 2.1 Register and metafunction 54

Table 2.2 Varieties in language 55

Table 2.3 Interpersonal semantics 65

Table 2.4 Li's interpersonal model 66

Table 3.1 Offline professional identities claimed by the 48 edubloggers 103

Table 3.2 Virtual identities projected by edubloggers 104

Table 3.3 Structural features of the entry clusters 108

Table 3.4 Structural features of the sidebar clusters 112

Table 3.5 Links from the sidebar clusters 115

Table 3.6 Top ten categories 116

Table 4.1 Classifying private verbs 130

Table 4.2 Expressions of probability 137

Table 4.3 A comparison of"I-It"and"I-Thou" 147

Table 5.1 Speech roles 157

Table 5.2 Examples of metaphorical realizations of proposals and propositions invoiving projection nexuses 159

Table 5.3 Further examples of interpersonal metaphor 160

Table 5.4 Sample congruent questions 162

Table 5.5 Sample metaphorical questions 164

Table 5.6 Analysis of projectional questions in relation to their congruent forms 167

Table 6.1 Value of Affect 192

Table 6.2 Judgments of social esteem 193

Table 6.3 Judgments of social sanction 194

Table 6.4 Types of Appreciation 195

Figure 1.1 Modeling pedagogic identities 22

Figure 1.2 The contemporary identity field 24

Figure 1.3 Types of blogs 34

Figure 1.4 Weblogs on a continuum between standard web pages and CMC 35

Figure 1.5 A sample edublog 39

Figure 2.1 System and structure 56

Figure 2.2 Proposition system 58

Figure 2.3 Prosodic realization of interpersonal meaning 60

Figure 2.4 Particulate realization of experiential meaning 61

Figure 2.5 Culminative realization of textual meaning 62

Figure 2.6 Halliday's interpersonal model 63

Figure 2.7 Martin ＆ White's Interpersonal Model 65

Figure 2.8 General layout of FDG 69

Figure 2.9 Grammatical components of FDG 70

Figure 2.10 The proposed interpersonal model 79

Figure 2.11 The interpersonal-based identity research medel 80

Figure 3.1 Genre and its semiotic environment 90

Figure 3.2 Genre and register in relation to language 91

Figure 3.3 Examples of the items in edublogs 96

Figure 3.4 Examples of the naming clusters 97

Figure 3.5 Self as Social Product 106

Figure 3.6 Virtual identities in terms of generic analysis 123

Figure 3.7 The naming cluster of David Warlick's edublog 125

Figure 6.1 Strategies for inscribing and invoking Attitude 196

Figure 7.1 Representing the interpersonal-based identity research model 214

Figure 7.2 Summarizing virtual identities in edublogs 217