The expression of personal opinions and assessments is a ubiquitous feature of
human interaction and, despite its apparently impersonal facade, also central
to academic writing. In scholarly genres argument involves presenting a position
on things that matter to a discipline in ways that disciplinary members are
likely to find familiar and persuasive. Beneath its frozen surface, an academic
text is seeking to build an appropriate relationship between the writer and the
reader by anticipating the audience’s likely interests, knowledge, reactions and
processing needs. We can, then, see academic writing as essentially dialogic as
writers seek to engage and persuade their readers. In this introductory chapter
I explore some of the ways that this is achieved. Based on an analysis of 240
published research papers I show how features of stance and engagement, such
as hedges, self-mention, directives and reader pronouns, are not simply dry
textualisations but elements of persuasive craftsmanship which help construct
a disciplinary view of the world while simultaneously negotiating a credible
persona for writers.
2023. Changes in Research Abstracts: Past Tense, Third Person, Passive, and Negatives. Written Communication 40:1 ► pp. 210 ff.
2021. Engagement markers in research project websites: Promoting interactivity and dialogicity. Poznan Studies in Contemporary Linguistics 57:4 ► pp. 655 ff.
Phillips Galloway, Emily, Paola Uccelli, Gladys Aguilar & Christopher D. Barr
2020. Exploring the Cross-Linguistic Contribution of Spanish and English Academic Language Skills to English Text Comprehension for Middle-Grade Dual Language Learners. AERA Open 6:1 ► pp. 233285841989257 ff.
2017. Adverbial Markers of Epistemic Modality Across Disciplinary Discourses: A Contrastive Study of Research Articles in Six Academic Disciplines. Studia Anglica Posnaniensia 52:1 ► pp. 73 ff.
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