English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

Rising intonation in English declaratives (aka “uptalk”) is generally regarded as a solidarity marker (Warren 2005). However, its functions in settings with special discursive norms, such as classrooms, remain unexplored. Analysis of third-graders’ declarative responses to teachers’ questions reveals that students use rising intonation when they anticipate rejection, arguably making it a pragmatic face-saving strategy (Goffman 1982). Specifically, rising intonation functions as a marker of idea positioning (Eckert & McConnell-Ginet 2003), lessening students’ commitment to responses they suspect are incorrect. It also deemphasizes such responses’ being answers to questions while emphasizing their being presented for teacher evaluation.

Functional significance of rising-intonation declaratives in settings with special discursive norms