Authorial identity in professional and apprentice academic genres
Feng (Kevin) Jiang | School of Foreign Language Education, Jilin University, China
Xiaohao Ma | Centre for Applied English Studies, The University of Hong Kong, Hong Kong
In this chapter we look at engagement by exploring how writers involve readers while expressing authorial identity in professional and apprentice genres. Based on a modified model of engagement features (Hyland 2005c; Hyland and Jiang 2016), this paper examines a 1.2 million-word corpus of 30 published research articles and 20 PhD confirmation reports in educational studies. We further relate the engagement features to the rhetorical strategies of proximity and positioning in the construction of authorial identity (Hyland 2012). Results show that journal articles include far more engagement devices than doctoral confirmation reports, while PhD writers express a higher degree of proximity than professional experts. Thus different authorial identities impact the patterns and strategies of reader engagement in academic persuasion.
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