Style: Ten lessons in clarity and grace

Williams, Joseph M.; Rivers, William L.

doi:10.1109/tpc.1983.6448695

Cited by 203 publications

(219 citation statements)

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“…According to Williams (1985) metadiscourse is ... writing about writing, whatever does not refer to the subject matter being addressed. This includes all 249…”

Section: Metadiscoursementioning

confidence: 99%

“…According to Williams (1985) metadiscourse is ... writing about writing, whatever does not refer to the subject matter being addressed. This includes all connecting devices such as therefore, however, and in the first place; all comment about the author's attitude: / believe, in my opinion, let me also point out; all comment about the writer's confidence in his following assertion: most people believe, it is widely assumed; allegedly; references to the audience: as you can see, you will find that, consider now the problem of.... (p. 226) And according to Vande Kopple (1980), metadiscourse is writing that signals the presence of the author and that calls attention to the speech act itself.…”

Section: Metadiscoursementioning

confidence: 99%

“…A number of communication scholars, modern rhetoricians, and educators believe that when used appropriately, metadiscourse can guide and direct readers through a text by helping them understand the text and the author's perspective (Bradley, 1981;Williams, 1985;Winterowd, 1983), thereby making the text more friendly and considerate (Singer, 1986). Booth (1961) discussed the many possible benefits that metadiscourse might have for readers: explanation; summaries of thought processes and mental states; orienting information; guidance of readers' expectations, intellectualizing, and emotional responses; harmony between author and reader; and identification with characters or the author.…”

Section: Metadiscoursementioning

confidence: 99%

“…The subcategories selected for attitude consisted of validity/modality markers, such as hedges and emphatics, and attitude markers (Crismore, 1985a(Crismore, , 1985bVande Kopple, 1985;Williams, 1985).…”

Section: Metadiscoursementioning

confidence: 99%

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The Interaction of Metadiscourse and Anxiety in Determining Children's Learning of Social Studies Textbook Materials

Crismore

Hill

1988

Journal of Reading Behavior

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The role of attitudinal, voice, and informational metadiscourse characteristics and level of student anxiety were studied as they affect learning from social studies textbooks for 120 sixth-graders. Analyses of covariance, controlling for reading ability, revealed significant interaction effects involving metadiscourse and anxiety. As expected, high anxious students showed their best performance with first person voice and no attitudinal metadiscourse while low anxious students showed the opposite effect. The importance of studying the joint effects of metadiscourse and anxiety as determinants of textbook reading is discussed.The present study examines the effects of adding metadiscourse characteristics to a text on children's understanding of social studies textbook materials as a function of their level of test anxiety. To the authors' knowledge, this is the first experimental investigation systematically studying metadiscourse variables in a fully crossed orthogonal design. It is also the first attempt to relate evaluation anxiety to metadiscourse characteristics and social studies textbook learning and retention. METADISCOURSEAccording to Williams (1985) metadiscourse is ... writing about writing, whatever does not refer to the subject matter being addressed. This includes all 249

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“…According to Williams (1985) metadiscourse is ... writing about writing, whatever does not refer to the subject matter being addressed. This includes all 249…”

Section: Metadiscoursementioning

confidence: 99%

Section: Metadiscoursementioning

confidence: 99%

Section: Metadiscoursementioning

confidence: 99%

Section: Metadiscoursementioning

confidence: 99%

See 2 more Smart Citations

The Interaction of Metadiscourse and Anxiety in Determining Children's Learning of Social Studies Textbook Materials

Crismore

Hill

1988

Journal of Reading Behavior

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“…Metatext, or metadiscourse, is used to organise a text and help the reader interpret and evaluate it. Research on metatext/ metadiscourse has been carried out by a number of linguists (e.g., Williams, 1981;Vande Kopple, 1985;Clyne, 1987;Crismore and Farnsworth, 1990;Ventola and Mauranen, 1991;Mauranen, 1993a;Mauranen, 1993b;Intaraprawat and Steffensen, 1995;ValeroGarcés, 1996;Hyland, 1997;Bäcklund, 1998;Bunton, 1999;Hyland, 2000;Fuertes-Olivera et al, 2001;Crawford Camiciottoli, 2003;Hyland, 2005;Ifantidou, 2005); many of these studies focus on intercultural rhetorical differences in academic discourse, in which successful intercultural discourse production/reception is essential.…”

Section: Introductionmentioning

confidence: 99%

Grammatical Forms of Text-Organising Metatext: A Slovene-English Contrastive Analysis

Peterlin¹

2007

Slovenski Jezik

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Slovenski jezik -Slovene Linguistic Studies 6 (2007): 251-265V članku so predstavljeni rezultati slovensko-angleške kontrastivne analize slovničnih oblik, ki se pojavljajo v dveh vrstah metabesedilnih elementov, to so napovedi in sklici. Analiza je narejena na korpusu znanstvenih člankov. Glavne razlike so v rabi prihodnjega in sedanjega časa v napovedih ter v rabi preteklih časov in stavkov brez osebne glagolske oblike v sklicih.The paper presents the results of a Slovene-English contrastive analysis of grammatical forms found in two metatext categories: previews and reviews. A corpus of research articles (RAs) is used in the analysis. The main differences that emerge are in the use of the future and present tense in previews and in the use of past tenses and abbreviated clauses in reviews.

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Metadiscourse markers in biological research articles and journal impact factor: Non‐native writers vs. native writers

Gholami

Ilghami

2016

Biochem Molecular Bio Educ

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Metadiscourse markers (MDMs) are lexical resources that writers employ to organize their discourse and state their stance towards the content or the reader. This study investigated the frequency with which interactive and interactional MDMs were employed in biological research articles (RAs). It also explored the possible relationship between the frequency of these markers and Impact Factor (IF) of journals as an index of quality. Moreover, it aimed at finding out the difference(s) between two groups of authors (Iranian and American) in their use of these markers. Forty biological RAs published in years 2008-2011 written by Iranian non-native authors and published in four ISI journals with different IFs and 40 articles with the same characteristics published by American native authors were selected and examined for the use of the markers. The results showed that there was a strong positive correlation between the frequency of MDMs and IF of the journals. Regarding the frequency of MDMs, it was observed that Iranian authors employed interactive and interactional markers slightly more than their American counterparts. These results may provisionally confirm the considerable role of MDMs in enhancing the coherence and organization of articles for possible publication in high-impact journals. © 2016 by The International Union of Biochemistry and Molecular Biology, 44(4):349-360, 2016.

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Style: Ten lessons in clarity and grace

Cited by 203 publications

References 0 publications

The Interaction of Metadiscourse and Anxiety in Determining Children's Learning of Social Studies Textbook Materials

The Interaction of Metadiscourse and Anxiety in Determining Children's Learning of Social Studies Textbook Materials

Grammatical Forms of Text-Organising Metatext: A Slovene-English Contrastive Analysis

Metadiscourse markers in biological research articles and journal impact factor: Non‐native writers vs. native writers

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