Narrative and analytical interplay in history texts: recalibrating the historical recount genre

Figures & data

Table 1. An overview of history genres (Coffin, 2006b, p. 418); brackets indicate optional stages

Genre family	Genre	Overall purpose	Stages
Recording	Autobiographical recount	to retell the events of your own life	Orientation; Record of events (Reorientation)
	Biographical recount	to retell the events of a person’s life	Orientation; Record of events (Evaluation of person)
	Historical recount	to retell events in the past	Background; Record of events (Deduction)
	Historical account	to account for why events happened in a particular sequence	Background; Account of events (Deduction)
Explaining	Factorial explanation	to explain the reasons or factors that contribute to a particular outcome	Outcome; Factors; Reinforcement of factors
	Consequential explanation	to explain the effects or consequences of a situation	Input; Consequences; Reinforcement of consequences
Arguing	Exposition	to put forward a point of view or argument	Background; Thesis; Arguments; Reinforcement of thesis
	Discussion	to argue the case for two or more points of view about an issue	Background; Issue; Arguments/perspectives; Position
	Challenge	to argue against a view	Background; Position challenged; Arguments; Anti-thesis

Table 2. Data

Text	Title (translated from Swedish)	Description	Type of data	Quantity (□ words/minutes)
E1	Christopher Columbus—Wikipedia	Text from Wikipedia (.se)	Electronic resource	Ca 4200
E2	Hernan Cortés—Wikipedia	Text from Wikipedia (.se)		Ca 2200
E3	Christopher Columbus’ discovery of America	Text from web page SO-rummet		Ca 1000
E4	Magellan and the first circumnavigation of the Earth	Text from web page SO-rummet		Ca 600
E5	Vasco da Gama and the sea route to India	Text from web page SO-rummet		Ca 450
E6	Cortez conquers the Aztec Empire	Text from web page SO-rummet		Ca 850
E7	Pizzaro and the conquest of the Inca Empire	Text from web page SO-rummet		Ca 900
E8	Vasco da Gama	Text from web page historiesajten.se		Ca 700
E9	Ferdinand Magellan	Text from web page historiesajten.se		Ca 800
E10	Ferdinand Magellan—Wikipedia	Text from Wikipedia (.se)		Ca 1400
T1	New routes across the seas	Textbook section on colonization and trade	Textbook	Ca 1200
F1	Magellan—the first circumnavigator of the Earth	Educational film	Film, audio transcribed	14 min
F2	World History part 5: Money and Plundering	Educational film		50 min

Table 3. Linguistic realizations of narrative elements

Narrative elements
Narrative elements (engaging the reader with the story)			Linguistic realizations
Story structure (textual resources)
Presenting context
	A setting is presented, relevant to understanding what the story is about (including mention of time, place, important recent events, and so on).		Initially in the text, the (historical) setting of the events is presented. Example: ‘Ferdinand Magellan, (or Fernão de Magalhães) as he is called in Portuguese, was born in the spring of 1480 in Sabrosa near Villa Real in Portugal’.
Creating and releasing tension
	The story is organized around a problem (finding new land), and its solution.		The text initially identifies a problem (‘no one had found a passage to India’); obstacles are signalled (‘but … ’), and a solution is presented (‘Finally, land was in sight!’)
Succeeding events
	The story unfolds in time, building tension (‘what happens next?’).		Chronological sequencing of events Example: ‘10 January 1520, they came to Rio de la Plata’; ‘In August, they continued … ’; ‘Finally, they found … ’
Concreteness (ideational resources)
Evoking context
	Concrete locations in time and place to create a sense of immediacy (historical presence). Imagery and descriptive expressions are used to draw the reader into the story.		Concrete Participants (named individuals); Specific circumstances of time and place: ‘In September 1492, they arrived at the Canary Islands’. ‘Early dawn, the sound of the watch was heard: “Land o’hoy!”’
Intruding participants” thoughts
	The story invites the reader to ‘take part’ (historical presence) by representing persons’ experiences and thoughts.		Concrete participants (e.g. ‘Christopher Columbus’) and mental or verbal (sometimes behavioural) Processes related to that person (‘Columbus dared to’), as well as circumstances of manner (‘he stubbornly refused’)
Invitation to react (interpersonal resources)
Material outcome
	Inviting the reader to experience or react to the events in a ‘physical’ sense.		Interpersonal resources: actions and/or experiences that invoke ±AFFECT (positive or negative reactions: happiness/unhappiness; satisfaction/dissatisfaction; insecurity/security) Example: ‘The strait was difficult and dangerous to navigate’ (-AFFECT: unhappiness/insecurity)
Attitudinal outcome
	Inviting the reader to react to the participant, either with admiration or (moral) reproach.		Interpersonal resources: Language that invokes Appraisal in the Judgement subcategories Normality, Capacity, Tenacity, Veracity, or Propriety; overt or invoked. Example, overt: ‘Cortez was a ruthless commander’ (-PROP) Example, invoked: ‘Cortez had no intention to keep his promise’ (-VER)
	Judgement subcategories used		Example
		Normality (±NORM)Indicating individual/behaviour being special (+) or mundane (-)	‘Fernando Magellan was the person who led the sea expedition that first sailed around the world’ (+NORM, +CAP, +TEN)
		Capacity (±CAP) Indicating individual/behaviour being capable (+) or incompetent (-)
		Tenacity (±TEN) Indicating individual/behaviour being persistent (+) or non-persistent (-)
		Veracity (±VER) Indicating individual/behaviour being truthful (+) or dishonest (-)
		Propriety (±PROP) Indicating individual/behaviour being ethical (+) or unethical/cruel (-)

Table 4. Linguistic realizations of analytical elements

Analytical elements
	Acknowledgement of historical significance		Linguistic realization
Historical significance: uniqueness
	Historical events are being acknowledged as unique, remarkable, or pioneering achievements (not in terms of long-term significance)		Evaluation (of an event) in the Appreciation subcategory of Reaction (see below)
Historical significance: historical implications
	The significance of historical events is acknowledged in terms of long-term historical implications for political and economic development		Evaluation (of an event) in the Appreciation subcategory of Valuation (see below)
	Appreciation subcategories used		Example quote
		+REAC (historical uniqueness); indicates personal reaction, the event is impressive or sensational.	‘Vasco da Gama’s expedition was the first to circumnavigate the Earth’
		±VAL (historical implications) Indicates a consequential event, whether positive (+) or negative (-); the event has long-term consequences	‘Vasco da Gama’s expedition led to changes in European trade patterns’

Figure 1. Historical recount types (1–4)—Genre staging with acknowledgement of historical significance.

Transcript 1. Example text, extract from item E4 (see Table 2)

[Heading] Magellan and the first circumnavigation of the Earth (+REAC)	Stage: AbstractThe historical uniqueness acknowledged Attitudinal outcome: Magellan a persistent and competent person Material outcome: insecurity about the dangerous journey The historical uniqueness reinforced
Fernando Magellan was the person who led the sea expedition that first sailed around the world. (+REAC) (+NORM, +CAP; +TEN). But only 18 of the 265 sailors survived (-AFFECT) the long voyage. (+REAC);
[Subheading] No one had yet found the sea route west to Asia (+REAC)
Fernando Magellan (1480–1521) was a wealthy Portuguese navigator and warrior who had participated in voyages (+CAP) to India in the early 16th century. He also founded a Portuguese colony in the Moluccas (+CAP), or the Spice Islands as they were called. At the age of 40 he returned to Portugal. Now he had decided (mental process) to find the sea route west to the Spice Islands (+TEN). Magellan was convinced (mental process) that there was a passageway south of the American mainland. Among other things, he had knowledge of (+CAP) of secret Portuguese maps (+AFFECT) indicating that there would be a connection between the Atlantic and the Pacific Ocean in South America. But because the Portuguese were not interested in the plan, Magellan was forced to turn to King Charles V, who was the ruler of Spain (+TEN)	Stage: BackgroundMagellan is established as the main character; Attitudinal outcome: Magellan is an able and experienced personIntrusion of Magellan’s thoughts: the reader is invited to ‘take part’ in his plans, Magellan’s persistence is highlighted (attitudinal outcome)Material outcome: ‘secrecy’ invoking excitement Attitudinal outcome: Magellan persists when encountering obstacles
Spain was interested in expanding its trade relations to find a sea route west from its colonies in South America to Asia.
[Subheading] A deadly (-AFFECT) journey On 20 September 1519, Magellan departed from Spain with five small ships. Like many other commanders (+CAP), Magellan kept the true objective of the trip a secret to his crew members, because he thought (mental process) they would then not dare to join the trip (-AFFECT).	Material outcome: Dangers of the journeyStage: Record of events Succeeding events.The stage shift is signalled by circumstances of time/place, often as marked themes (these have been highlighted in the text). Focus on Magellan as a resourceful leader of the expedition, and the reader is invited to share his thoughts (intruded via mental processes). The perils of the voyage are frequently noted (coded with -AFFECT), adding to Magellan’s capacity as a leader.
Finally, the vessels arrived at Patagonia (southern South America) where the crew wintered. Here, Magellan had to fight with force (-AFFECT) a rebellion from one of his subordinate captains (-AFFECT). [Parts of text omitted]
On 6 March 1521, they reached the Marianas. After that, the trip went to the Philippines. On the island of Cebu, Magellan established trade relations (+CAP) with the islanders and converted some chiefs to Christianity (+CAP). To help (+PROP) the ruler of Cebu, Magellan offered (+PROP) to attack the neighbouring island of Mactan. On 27 April 1521, he made landfall on the island of Mactan with 48 men where they met 1,500 people (+CAP). Magellan was killed after a warrior among the islanders hit him with a spear in his chest (-AFFECT).	Attitudinal outcome: Magellan is presented as resolute, helpful, and competent, who also fights against overwhelming odds.
	Material outcome (-AFFECT); dramatic events are detailed
[Subheading] The expedition succeeded but at a high price (-AFFECT)	Material outcome: Dangers reinforced
Of Magellan’s fleet of five ships, only the ship Victoria reached past the southern tip of Africa and back home to Spain in 1522. By then the expedition had been going on for almost three years. Of Magellan’s original crew of 265, only 18 completed (-AFFECT) the first world circumnavigation of the Earth and returned to Spain. (+REAC)	The final paragraph contains fewer narrative elements (since the ‘protagonist’ has died). The danger of the journey is reiterated. The text ends with a reinforcement of historical uniqueness

Transcript 2. Historical recount type 2, extract from item E5

Vasco da Gama was a Portuguese seafarer who went down in history as the first person to travel by sea from Europe to Asia (+REAC) [parts of the text omitted]	Abstract The historical uniqueness of the event is acknowledged
Da Gama had not intended to follow the coast of Africa, instead he planned to sail straight across the Atlantic and then steer towards Cape of Good Hope.	Record of eventsMental processes (intended, planned) intruding participants’ thoughts
The Europeans had thus established a connection at sea with India. Vasco da Gama’s accomplishment was to have enormous significance for European trade with Asia (+VAL)	CommentThe historical implications of the event is acknowledged
During the voyage, severe storms were encountered. [text continues]	Record of events (continued)

Transcript 3. Extract from item F2

The 16th century was the century of exploration. European adventurers sailed into the unknown. Their main goal was to get rich—fast. In distant lands, they plundered tons of gold and silver. And they made fortunes on furs, flowers, and exotic spices. The sailors became businessmen, and the businessmen became immensely rich. Their methods were theft, fraud, and murder. Pirates, kings, and conquerors laid the foundation for capitalism. This was the era of plunder.

Transcript 4. Extract from item T1

Christopher Columbus was born in the Italian port city of Genoa in 1451. In many ways, he can be seen as typical of the Renaissance, with its optimism and willingness to invest in new ideas. In the late 15th and early 16th centuries, he and other European seafarers made a series of voyages of discovery that opened new routes for trade across the seas. Europe came to control these new trade routes for many hundreds of years.

Columbus wanted to sail westward from Europe to find a sea route to India and China. In this way, he was hoping to open new trade routes across the seas.

With the explorations, European colonialism begins, that is, a country subjugates other countries and territories. The first thing Columbus did when he landed on an island in the Caribbean was to take possession of the island in the name of Spain. Columbus did not think, even for one second, that the islanders themselves might have any right to the island where they lived

Coffin, C. (2006b). Learning the language of school history: The role of linguistics in mapping the writing demands of the secondary school curriculum. Journal of Curriculum Studies, 38(4), 413–429. https://doi.org/https://doi.org/10.1080/00220270500508810

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