Volume 1, Issue 3 December 2018, pp. 118-134 
Regular Articles
Theory of Mind development and narrative writing: A longitudinal study
Birgitta E. Svensson 
1
1 University of Gothenburg, Sweden 
DOI: https://doi.org/10.29140/ajal.v1n3.94
Abstract
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 frame work, 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.
Copyright
© Birgitta E. Svensson
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Suggested citation
Svensson, B.E. (2018). Theory of Mind development and narrative writing: A longitudinal study. Australian Journal of Applied Linguistics, 1(3), 118-134. https://doi.org/10.29140/ajal.v1n3.94
Related Articles:
Introduction to the special issue
Julie Choi, Mei French, Sue Ollerhead
Australian Journal of Applied Linguistics Published: 30 April, 2020, Volume 3(1), pp. 1-10. 
Translanguaging as a boundary crossing mechanism: A Turkish-American Youngster and her linguistic negotiation of three discursive spaces
Tuba Yilmaz, Ester de Jong
Australian Journal of Applied Linguistics Published: 30 April, 2020, Volume 3(1), pp. 11-25.
Mediating communication - ELF and flexible multilingualism perspectives on the Common European Framework of Reference for Languages
Constant Leung, Jennifer Jenkins
Australian Journal of Applied Linguistics Published: 30 April, 2020, Volume 3(1), pp. 26-41.
Translanguaging as transmediation: Embodied critical literacy engagements in a French-English bilingual classroom
Sunny Man Chu Lau
Australian Journal of Applied Linguistics Published: 30 April, 2020, Volume 3(1), pp. 42-59.
Translanguaging for and as learning with youth from refugee backgrounds
Saskia Van Viegen
Australian Journal of Applied Linguistics Published: 30 April, 2020, Volume 3(1), pp. 60-76.
"Writing like a health scientist": A translingual approach to teaching text structure in a diverse Australian classroom
Sue Ollerhead, Isobel Crealy, Rebecca Kirk
Australian Journal of Applied Linguistics Published: 30 April, 2020, Volume 3(1), pp. 77-90.
Eroding the monolingual monolith
Mei French, Janet Armitage
Australian Journal of Applied Linguistics Published: 30 April, 2020, Volume 3(1), pp. 91-114.
Creating translingual teaching resources based on translanguaging grammar rules and pedagogical practices
Corinne A. Seals, Vincent Olsen-Reeder, Russell Pine, Madeline Ash, Cereace Wallace
Australian Journal of Applied Linguistics Published: 30 April, 2020, Volume 3(1), pp. 115-132.
A developmental framework for online language teaching skills
Ursula Stickler, Regine Hampel, Martina Emke
Australian Journal of Applied Linguistics Published: 30 April, 2020, Volume 3(1), pp. 133-151.
Introduction: The idea of a special issue on student research
Troy McConachy
Intercultural Communication Education Published: 22 April, 2020, Volume 3(1), pp. 1-3.
