Building upon renewed research on the pervasive phrasal or nominal style of academic writing, I investigate the use of phrasal compression and clausal elaboration structures in research articles across six academic disciplines. Results indicate that all disciplines rely on phrasal complexity features to a much greater extent than clausal features. However, these results also show systematic patterns of variation across disciplines, with hard sciences (physics, biology) exhibiting the densest use of phrasal features, followed by social sciences (applied linguistics, political science), and then humanities disciplines (history, philosophy). Furthermore, the patterns for clausal features displayed the opposite trend: most frequent in humanities and least frequent in hard sciences. Keywords: Complexity; clausal elaboration; phrasal compression; disciplinary writing; informational discourse; research articles
Afros, Elena & Schryer, Catherine. 2009. Promotional (meta)discourse in research articles in language and literary studies. English for Specific Purposes 28: 58-68.
Aktas, Rahime & Cortes, Viviana. 2008. Shell nouns as cohesive devices in published and ESL student writing. Journal of English for Academic Purposes 7: 3-14.
Banks, David. 2005. On the historical origins of nominalized process in scientific text. English for Specific Purposes 24: 347-357.
Banks, David. 2008. The Development of Scientific Writing: Linguistic Features and Historical Context. London: Equinox.
Biber, Douglas. 1988. Variation across Speech and Writing. Cambridge: CUP.
Biber, Douglas. 1992/2001. On the complexity of discourse complexity: A multidimensional analysis. Discourse Processes, 15, 133-163. Reprinted in In Variation in English: Multi-dimensional Studies, Susan Conrad & Douglas Biber (eds), 215-240. London: Longman.
Biber, Douglas & Conrad, Susan. 2009. Register, Genre and Style. Cambridge: CUP.
Biber, Douglas & Finegan, Edward. 2001. Intra-textual variation within medical research articles. In Variation in English: Multi-dimensional Studies, Susan Conrad & Douglas Biber (eds), 108-137. London: Longman.
Biber, Douglas & Gray, Bethany. 2010. Challenging stereotypes about academic writing: Complexity, elaboration, explicitness. Journal of English for Academic Purposes 9: 2-20.
Biber, Douglas & Gray, Bethany. 2011. Grammar emerging in the noun phrase: The influence of written language use. English Language & Linguistics 15(2): 223–250.
Biber, Douglas & Gray, Bethany. 2013a. Being specific about historical change: The influence of sub-register. Journal of English Linguistics 41(2): 104-134.
Biber, Douglas & Gray, Bethany. 2013b. Discourse characteristics of writing and speaking task types on the TOEFL iBT Test: A Lexico-grammatical Analysis [TOEFLiBT Research Report (TOEFL eBT-19)]. Princeton NJ: Educational Testing Service.
Biber, Douglas, Conrad, Susan, Reppen, Randi, Byrd, Pat & Helt, Marie. 2002. Speaking and writing in the university: A multidimensional comparison. TESOL Quarterly 36: 9-48.
Biber, Douglas, Gray, Bethany & Poonpon, Kornwipa. 2011a. Should we use characteristics of conversation to measure grammatical complexity in L2 writing development?TESOL Quarterly 45(1): 5-35.
Biber, Douglas, Gray, Bethany, Honkapohja, Alpo & Pahta, Päivi. 2011b. Prepositional modifiers in early English medical prose: A study ON their historical development IN noun phrases. In Communicating Early English Manuscripts, Päivi Pahta & Andreas Jucker (eds), 197-211. Cambridge: CUP.
Biber, Douglas, Johansson, Stig, Leech, Geoffrey, Conrad, Susan & Finegan, Edward. 1999. Longman Grammar of Spoken and Written English. London: Longman.
Conrad, Susan. 1996. Academic discourse in two disciplines: Professional writing and student development in Biology and History. PhD dissertation, Northern Arizona University.
Fang, Zhihui, Schleppegrell, Mary & Cox, Beverly. 2006. Understanding the language demands of schooling: Nouns in academic registers. Journal of Literacy Research 38(3): 247-273.
Gardner, Sheena & Nesi, Hilary. 2012. A classification of genre families in university student writing. Applied Linguistics 34(1): 1-29.
Gray, Bethany. 2011. Exploring Academic Writing through Corpus Linguistics: When Discipline Tells Only Part of the Story. PhD dissertation, Northern Arizona University.
Gray, Bethany. 2013. More than discipline: Uncovering multi-dimensional patterns of variation in academic research articles. Corpora 8(2): 153-181.
Groom, Nicholas. 2005. Pattern and meaning across genres and disciplines: An exploratory study. Journal of English for Academic Purposes 4: 257-277.
Halliday, Michael A.K. 1979. Differences between spoken and written language: Some implications for literacy teaching. In Communication through reading: Proceedings of the 4th Australian Reading Conference, Vol. 2, Glenda Page, John Elkins & Barrie O’Connor (eds), 37-52. Adelaide SA: Australian Reading Association.
Halliday, Michael A.K. 1989. Spoken and Written Language. Oxford: OUP.
Halliday, Michael A.K. 2004. The Language of Science. London: Continuum.
Harwood, Nigel. 2005a. ‘I hoped to counteract the memory problem, but I made no impact whatsoever’: Discussing methods in computing science using I. English for Specific Purposes 24: 243-267.
Harwood, Nigel. 2005b. ‘We do not seem to have a theory…the theory I present here attempts to fill this gap’: Inclusive and exclusive pronouns in academic writing. Applied Linguistics 26(3): 343-375.
Hemais, Barbara. 2001. The discourse of research and practice in marketing journals. English for Specific Purposes 20: 39-59.
Hewings, Martin & Hewings, Ann. 2002. “It is interesting to note that...”: A comparative study of anticipatory ‘it’ in student and published writing. English for Specific Purposes 21: 367-383.
Hyland, Ken. 1996. Writing without conviction? Hedging in science research articles. Applied Linguistics 17(4): 433-454.
Hyland, Ken. 1999. Talking to students: Metadiscourse in Introductory coursebooks. English for Specific Purposes 18(1): 3-26.
Hyland, Ken. 2002. Directives: Argument and engagement in academic writing. Applied Linguistics 23: 215-239.
Hyland, Ken. 2008. As can be seen: Lexical bundles and disciplinary variation. English for Specific Purposes 27: 4-21.
Hyland, Ken. 2010. Constructing proximity: Relating to readers in popular and professional science. Journal of English for Academic Purposes 9(2): 116-127.
Hyland, Ken & Tse, Polly. 2005. Hooking the reader: A corpus study of evaluative that in abstracts. English for Specific Purposes 24:123-139.
Koutsantoni, Dimitra. 2006. Rhetorical strategies in engineering research articles and research theses: Advanced academic literacy and relations of power. Journals of English for Academic Purposes 5: 19-36.
Lee, David & Chen, Sylvia. 2009. Making a bigger deal of the smaller words: Function words and other key items in research writing by Chinese learners. Journal of Second Language Writing 18: 149-165.
Musgrave, Jill & Parkinson, Jean. 2014. Getting to grips with noun groups. ELT Journal 68(2): 145-154.
Nesi, Hilary & Gardner, Sheena. 2012. Genres across the Disciplines: Student Writing in Higher Education. Cambridge: CUP.
Parkinson, Jean & Musgrave, Jill. 2014. Development of noun phrase complexity in the writing of English for Academic Purposes students. Journal of English for Academic Purposes 14: 48-59.
Peacock, Matthew. 2006. A cross-disciplinary comparison of boosting in research articles. Corpora 1(1): 61-84.
Römer, Ute & Swales, John. 2010. The Michigan Corpus of Upper-level Student Papers (MICUSP). Journal of English for Academic Purposes 9: 249.
Russell, David. 2002. Writing in the Academic Disciplines, 1870-1990: A Curricular History. Carbondale IL: Southern Illinois University Press.
Schleppegrell, Mary. 2001. Linguistic features of the language of schooling. Linguistics and Education 12(4): 431-459.
Silver, Marc. 2006. Language across Disciplines: Towards a Critical Reading of Contemporary Academic Discourse. Boca Raton FL: Brown Walker Press.
Vande Kopple, William. 1994. Some characteristics and functions of grammatical subjects in scientific discourse. Written Communication 11(4): 534-564.
Warchal, K. 2010. Moulding interpersonal relations through conditional clauses: Consensus-building strategies in written academic discourse. Journal of English for Academic Purposes 9(2): 140-150
Webber, Pauline. 1994. The function of questions in different medical journal genres. English for Specific Purposes 13(3): 257-268.
Wells, Rulon. 1960. Nominal and verbal style. In Style in Language, Thomas Sebeok (ed.), 213-22. Cambridge: CUP.
Williams, Ian. 1996. A contextual study of lexical verbs in two types of medical research report: Clinical and Experimental. English for Specific Purposes 15(3): 175-197.
Cited by (5)
Cited by five other publications
Pan, Fan & Xinyi Zhou
2024. Are research articles becoming more syntactically complex? Corpus-based evidence from research articles in applied linguistics and biology (1965–2015). Southern African Linguistics and Applied Language Studies 42:4 ► pp. 554 ff.
Hu, Yiyang & Qingshun He
2023. A Corpus-Based Study of the Distributions of Adnominals Across Registers and Disciplines. Journal of Quantitative Linguistics 30:2 ► pp. 183 ff.
Smirnova, Elizaveta
2022. Clausal complexity of expert and student writing: a corpus-based analysis of papers in social sciences. Language Learning in Higher Education 12:2 ► pp. 453 ff.
This list is based on CrossRef data as of 27 december 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
Any errors therein should be reported to them.