Linguistic markers of stance in early and advanced academic writing: a corpus-based comparison  

Oleh:

Aull, Laura L. ; Lancaster, Zak

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Written Communication ( sebagian Full Text) vol. 31 no. 2 (Apr. 2014), page 151-183.
Topik: metadiscourse; student writing; audience; reader positioning; corpus analysis; academic discourse; interpersonal
Fulltext: Linguistic Markers of Stance in Early.pdf (391.83KB)

Isi artikel

This article uses corpus methods to examine linguistic expressions of stance in over 4,000 argumentative essays written by incoming first-year university students in comparison with the writing of upper-level undergraduate students and published academics. The findings reveal linguistic stance markers shared across the first-year essays despite differences in students’ educational context, with greatest distinctions emerging between firstyear writers and all of the more advance writers. The specific features of stance that point to a developmental trajectory are approximative hedges/ boosters, code glosses, and adversative/contrast connectors. The findings suggest methodological and conceptual implications: They highlight the value of descriptive, corpus-based studies of incoming first-year writing compared to advanced academic writing, and they underscore the construction of academic stance—particularly via certain stance features—as a process of delimiting one’s stance in a way that accounts for the views of others.

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