Applying a gloss:Exemplifying and reformulating in academic discourse

Hyland, Ken (2007) Applying a gloss:Exemplifying and reformulating in academic discourse. Applied Linguistics, 28 (2). pp. 266-285. ISSN 0142-6001

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Abstract

A great deal of research has now established that written texts embody interactions between writers and readers, but few studies have examined the ways that small acts of reformulation and exemplification help contribute to this. Abstraction, theorisation and interpretation need to be woven into a text which makes sense to a particular community of readers, and this invariably involves frequent reworkings and exemplifications as writers assess the processing needs, knowledge and rhetorical expectations of their readers to present and then interpret ideas as they write. Known as code glosses in the metadiscourse literature, these elaborations help to contribute to the creation of coherent, reader-friendly prose while conveying the writer's audience-sensitivity and relationship to the message. Drawing on a large corpus of research articles, I explore how professional academic writers monitor their texts for readers in this way to restate information or provide examples as they construct their arguments. Analysis of the corpus reveals that elaboration is a complex and important rhetorical function in academic writing, and that both its use and meanings vary according to discipline.

Item Type: Article
Uncontrolled Keywords: linguistics and language,communication,language and linguistics ,/dk/atira/pure/subjectarea/asjc/3300/3310
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/65828
DOI: 10.1093/applin/amm011

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