Stance and engagement: a model of interaction in academic discourse

Hyland, Ken (2005) Stance and engagement: a model of interaction in academic discourse. Discourse Studies, 7 (2). pp. 173-192. ISSN 1461-4456

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Abstract

A great deal of research has now established that written texts embody interactions between writers and readers. A range of linguistic features have been identified as contributing to the writer's projection of a stance to the material referenced by the text, and, to a lesser extent, the strategies employed to presuppose the active role of an addressee. As yet, however, there is no overall typology of the resources writers employ to express their positions and connect with readers. Based on an analysis of 240 published research articles from eight disciplines and insider informant interviews, I attempt to address this gap and consolidate much of my earlier work to offer a framework for analysing the linguistic resources of intersubjective positioning. Attending to both stance and engagement, the model provides a comprehensive and integrated way of examining the means by which interaction is achieved in academic argument and how the discoursal preferences of disciplinary communities construct both writers and readers.

Item Type: Article
Uncontrolled Keywords: academic writing,corpus analysis,disciplinary differences,engagement,evaluation,stance,social psychology,language and linguistics,communication,anthropology,linguistics and language ,/dk/atira/pure/subjectarea/asjc/3200/3207
Faculty \ School: Faculty of Social Sciences > School of Education and Lifelong Learning
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Depositing User: Pure Connector
Date Deposited: 03 Jan 2018 07:27
Last Modified: 22 Apr 2020 06:03
URI: https://ueaeprints.uea.ac.uk/id/eprint/65827
DOI: 10.1177/1461445605050365

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