Academic discourse and intellectual styles

Duszak, Anna

doi:10.1016/0378-2166(94)90003-5

Cited by 146 publications

(125 citation statements)

References 13 publications

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“…The tendency for Malay writers to hedge less than English writers could be related to the socio-cultural perspective. Due to the prominent face-saving phenomenon in the local scientific communities (see Ahmad, 1997;Duszak, 1994;Jogthong, 2001;Shim, 2005;Taylor & Chen, 1991), the members are aware that less likely their fellow colleagues or readers from the local context will opt for "face-threatening" acts in their writing because such acts are more likely to become controversial in a small and closer-knit scholarship communities where " "too much" can be said without causing offense therefore, Malay writers may not have seen a great need to hedge their claims to protect themselves from possible readers" refutation.…”

Section: Findings and Discussionmentioning

confidence: 99%

Expressing an evaluative stance in English and Malay research article conclusions: International publications versus local publications

Loi

Lim

Wharton

2016

Journal of English for Academic Purposes

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This paper constitutes a multidimensional explanation of an integration of genre-based knowledge and evaluative stance in the context of academic arguments employed in the conclusion sections of English and Malay research articles. For this purpose, it draws on an analysis of the features in Appraisal theory (Martin & Rose, 2003) integrated with an analysis of communicative purposes within a genre analysis framework (Swales, 1990(Swales, , 2004. Among others, the findings include the observation that evaluative and dialogic stances jointly produce rhetorical effects in both English and Malay conclusions. English conclusions contain a subtle balance of assertion and mitigation while Malay conclusions tend to contract dialogic space and thus could be interpreted as less reader-friendly. This suggests that evaluation and the meaning potential of the genre are experienced and valued differently by scholars publishing in these two different scientific communities (international and local). This variation seems to be due to linguistic, contextual, and potential social cultural influences within the two academic discourse communities. The present study has pedagogical implications in the English for Academic Purposes (EAP) classroom.

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Section: Findings and Discussionmentioning

confidence: 99%

Expressing an evaluative stance in English and Malay research article conclusions: International publications versus local publications

Loi

Lim

Wharton

2016

Journal of English for Academic Purposes

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“…Some studies found out that some languages like Malay (Ahmad, 1997) and Swedish (Fredrickson & Swale, 1994) avoid using Move 2, i.e., establishing a niche which could prove challenging for writers of those languages when planning to submit to highimpact English journals where stating the research gap is of great importance (Samraj, 2016). Duszak (1994) referred to the flexibility of Swales' model to analyze introduction sections of RAs by assisting the readers in what they can expect from the writer after reading the introduction. According to Duszak (1994, p. 299), moves have "a preliminary indicator of areas of (in)comparability among various writing styles".…”

Section: Theoretical and Research Backgroundmentioning

confidence: 99%

Writing Introduction Sections of Research Articles in Applied Linguistics: Cross-Linguistic Study of Native and Non-Native Writers

Farnia

Barati²

2017

Indonesian J. Appl. Linguist

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Genre studies allow researchers to observe the repeated communicative functions and their linguistic components in different genres (Brett, 1994). Writing the introduction section is a tough and burdensome task for both native and non-native speakers (Swales & Feak, 1994). Hence, the present study aimed to investigate the generic organization of English research article introductions written by native English and Iranian non-native speakers of English. A total of 160 published articles were selected from established journals in Applied Linguistics. Following Swales' (2004) Create A Research Space (CARS) model, the researchers analyzed the articles for their specific generic patterns. Findings displayed that native English writers used significantly more strategies than Iranian non-native speakers of English, yielding richer texts. The findings of the present study contribute to the current knowledge of cross-cultural studies in academic writing to non-native English speakers in general and to non-native English novice writers in particular. Built on Swales' (2004) CARS model, the study describes how introduction sections are developed in English by native and non-native speakers, offering insights into ESP/EAP writing pedagogy.

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“…A reviewer pointed out that this brief account of research on pronouns is far from exhaustive, and does not cover a number of alternative approaches to pronoun analysis. While the review is focused for reasons of space and relevance on the pragmatic functions of pronouns in academic discourse, I refer interested readers to a number of other works, specifically (i) discourse analytic studies of pronouns, in particular to De Fina's (1995) analysis of pronouns in political discourse, and to the same author's (2003) work on how pronouns are used in immigrant narratives as part of the subjects' identity construction; and (ii) studies of cross-cultural variation in academic discourse/pronoun usage (Duszak 1994;Mauranen 1993;Vassileva 1998). Both sets of literature involve taking a sociocultural perspective toward pronoun use, a perspective I say more about later on.…”

Section: Notesmentioning

confidence: 99%

Political scientists on the functions of personal pronouns in their writing: An interview-based study of ‘I’ and ‘we’

Harwood¹

2007

Text &Amp; Talk

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In contrast to the numerous corpus-based studies of pronouns in academic writing, this paper uses qualitative interviews in an attempt to account for academic writers' motivations for using the pronouns 'I' and 'we' and to describe the textual e¤ects that each case of 'I' and 'we' helps to create. Five political scientists took part in the research, commenting upon their pronoun use in one of their own journal articles and also in the other informants' texts. Seven textual e¤ects that 'I' and 'we' help to construct are identified and described. 'I' and 'we' are said to help (i) make the readership feel included and involved in the writers' argument; (ii) make the text more accessible; (iii) convey a tentative tone and hedge writers' claims; (iv) explicate the writers' logic or method regarding their arguments or procedures; (v) signal writers' intentions and arguments; (vi) indicate the contribution and newsworthiness of the research; and (vii) allow the writer to inject a personal tenor into the text. The insights and implications of the study are discussed and the paper closes by proposing that similar interview-based studies could be used for pedagogical purposes in English for academic purposes (EAP) contexts.

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Academic discourse and intellectual styles

Cited by 146 publications

References 13 publications

Expressing an evaluative stance in English and Malay research article conclusions: International publications versus local publications

Expressing an evaluative stance in English and Malay research article conclusions: International publications versus local publications

Writing Introduction Sections of Research Articles in Applied Linguistics: Cross-Linguistic Study of Native and Non-Native Writers

Political scientists on the functions of personal pronouns in their writing: An interview-based study of ‘I’ and ‘we’

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