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A longitudinal design examines evaluative expressions using the Appraisal theoretical framework from Martin (2000) and Martin and White (2005), applying both quantitative and qualitative methods. Results show developmental trends in evaluative choices, the quantity and types of evaluations, and linguistic realizations. Findings link the individual’s ToM development to expanding linguistic repertoire and increasing complexity in narrative organization, concluding with pedagogical implications.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/theory-of-mind-development-and-narrative-writing-a-longitudinal-study/593888/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/theory-of-mind-development-and-narrative-writing-a-longitudinal-study/593888.png","ImageObject",300,407,{"name":92,"@type":93},"4398046744996","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study investigate about Theory of Mind?","Question",{"text":112,"@type":113},"It examines how Theory of Mind capacities develop through evaluative expressions in one student’s narrative writing across school years and beyond.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which theoretical framework guides the analysis of evaluations?",{"text":117,"@type":113},"The analysis draws on the Appraisal theoretical framework developed by Martin (2000) and Martin and White (2005).",{"name":119,"@type":110,"acceptedAnswer":120},"What methods are used to analyze the narrative writing?",{"text":121,"@type":113},"The study uses both quantitative and qualitative methods to examine evaluative choices, amounts/types of evaluations, and linguistic realizations.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593888,1792160613,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":66,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},4398046744996,"| |  OPEN ACCESS\u003Cbr>Australian Journal of Applied Linguistics\u003Cbr>ISSN 2209-0959\u003Cbr>[https://journals.castledown-publishers.com/ajal/](https://journals.castledown-publishers.com/ajal/) |  |\n| --- | --- | --- |\n| Australian Journal ofApplied Linguistics, 1 (3), 118-134 (2018) [https://dx.doi.org/10.29140/ajal.v1n3.94](https://dx.doi.org/10.29140/ajal.v1n3.94) |  |  |\n| Theory of Mind Development and Narrative Writing: A Longitudinal Study\u003Cbr>BIRGITTA E. SVENSSON a\u003Cbr>a University of Gothenburg, Sweden\u003Cbr>[Email: birgitta.svensson@gu.se](Email: birgitta.svensson@gu.se) |  | |\n| Abstract\u003Cbr>The purpose of this paper is to study the development of Theory of Mind capacities in one individual ’s narrative writing from year 1 in elementary school through high school and onwards. To this end this longitudinal study focuses on evaluative expressions while drawing on the Appraisal theoretical framework, developed by Martin (2000) and Martin and White (2005) . Both quantitative and qualitative methods are applied. The findings illustrate clear developmental trends in the evaluative choices regarding Appraisal categories, as well as the amount and types of evaluations, and the linguistic realizations of the evaluations in the texts. The findings also display how the individual ’s Theory of Mind capacities are inextricably linked to the level of advancement in linguistic repertoire and an increased complexity and sophistication in the organization of narrative structure. The paper concludes with a discussion of some pedagogical implications of the study.\u003Cbr>Keywords: appraisal system, Theory of Mind, mentalistic words, evaluations, narrative writing |  |  |\n\nIntroduction  \nTheory of Mind (ToM) or mind-making, that is, our ability to understand how people think and feel, and to recognize what they desire and so forth, is fundamental to human cognition, and during the last two decades multiple studies have focused on young children ’s development of ToM (see e.g., BarenCohen, 1995; Carrathers & Chamberlain, 2000; de Villiers, 2000; Custer, 1996; Dunbar, 1996; Kuiken, Philips, Gregus, Miall, Verbitsky &Tonkonogy 2004; Miller, 2006; Nilsson & de López, 2016; Wellman, Cross & Watson, 2001) . The ability to understand others ’ mental states and how they communicate various emotions plays an important role in our social development, and in the stories – be they everyday recountings of experiences or more prestigious narrative endeavors – that we are constantly engaged in producing and listening to and reading. However, as yet very little is known about how emotional/attitudinal expressions develop in an individual’s storytelling. The aim of this paper is to contribute to this understanding.  \nPurpose  \nThis investigation examines the development of ToM through its focus on evaluative expressions in one student’s narrative writing across the school years, from year 1 in elementary school through highschool (years 10-12) and beyond. This research question guides the study: How do evaluative expressions develop across time in one individual ’s narrative writing? This broad question incorporates questions regarding both the type of evaluation used and the kinds of linguistic resources employed in their realization.  \nTheoretical Background  \nResearchers within the field of cognitive criticism have since the 1990s begun to study aspects of ToM and readers’ engagement with fictional worlds, illustrating interesting similarities between these processes and real world social interaction (Fludernik, 1993; Herman, 2003; Palmer, 2004; Richardson & Spolsky, 2004; Stockwell, 2002, 2009; Turner, 1996) . Cognitive criticism researchers have also focused on how fictional texts for adults are structured for emotional perspective-taking and ToM (see e.g., Keen, 2006; Zunshine, 2006) . Nikolajeva (2012, 2014) has applied a cognitive and emotional literacy perspective to children ’s literature, and examining a wide range of texts from picturebooks to young adult nove","cbCaidwFbqw74Zfm","https://ap.wps.com/l/cbCaidwFbqw74Zfm","pdf",799002,17,"English","# Abstract\n# Introduction\n# Purpose\n# Theoretical Background","[{\"question\":\"What does the study investigate about Theory of Mind?\",\"answer\":\"It examines how Theory of Mind capacities develop through evaluative expressions in one student’s narrative writing across school years and beyond.\"},{\"question\":\"Which theoretical framework guides the analysis of evaluations?\",\"answer\":\"The analysis draws on the Appraisal theoretical framework developed by Martin (2000) and Martin and White (2005).\"},{\"question\":\"What methods are used to analyze the narrative writing?\",\"answer\":\"The study uses both quantitative and qualitative methods to examine evaluative choices, amounts/types of evaluations, and linguistic realizations.\"}]","Theory of Mind Development and Narrative Writing: A Longitudinal Study | PDF",1792078112,43]