Taking an effective authorial stance in academic writing: Making the linguistic resources explicit for L2 writers in the social sciences

Chang, Peichin; Schleppegrell, Mary J.

doi:10.1016/j.jeap.2011.05.005

Cited by 84 publications

(68 citation statements)

References 17 publications

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“…Engagement is further classified into monogloss and heterogloss. Monogloss includes factual claims or claims presented with an assumption that the reader would share the writer"s position and such claims are mainly realized by declarative/unmodalized clauses (Chang & Schleppegrell, 2011). On the other hand, heterogloss identifies system network options for expanding and contracting space for other voices in texts.…”

Section: Analysis Frameworkmentioning

confidence: 99%

“…This could be due to the linguistic and rhetorical differences between second language (L2) learners and their native-speaker counterparts (Hyland, 2006, Silva, 1993 as well as an ineffective and inadequate English as Second Language (ESL) pedagogy approach in preparing student writers to achieve an evaluative stance in presenting their work (Chang & Schleppegrell, 2011). Such a problem has called for more thoughtful pedagogical interventions to assist ESL students tackle academic writing.…”

Section: Introductionmentioning

confidence: 99%

“…On a similar note, Chang and Schleppegrell (2011) noted that the rhetorical moves and steps generally propose rhetorical guidelines for academic writing and these discursive activities are closely tied to the presentation of an author"s stance. In their study, they examined the introduction sections of research articles.…”

Section: Introductionmentioning

confidence: 99%

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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: Analysis Frameworkmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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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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“…For example, Crane (2008) conducted a contrastive textual analysis of evaluative features in different rhetorical stages of letters written by L1 and L2 writers of German. Chang and Schleppegrell (2011) linked the engagement resources with the rhetorical purposes in research article introductions and generated illuminating implications for L2 writing pedagogy.…”

Section: Introductionmentioning

confidence: 99%

Evaluation in Moves: An Integrated Analysis of Chinese MA Thesis Literature Reviews

Xie¹

2017

ELT

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The ultimate communicative purpose of literature reviews is to convince the reader of the worthiness of the writer's research, which is realized stage by stage and evaluation plays an important role in achieving this end. However, concerns about evaluation demonstration in novice academic writers' literature reviews have been repeatedly voiced in academia. This study examines how Chinese English-major MA students utilize evaluative resources in different rhetorical stages in thesis literature reviews and whether in a way that facilitates building a coherent argument for their own studies. To achieve this, an integrated appraisal analysis applying Martin and White's (2005) appraisal framework with a move analysis based on Kwan's (2006) model of the move structure of thesis literature reviews is undertaken. Results show that the Chinese students generally manipulate evaluative resources in a way that is beneficial for realizing the purposes of different rhetorical stages in thesis literature reviews. However, they also have problems in deploying generic structure and constructing evaluative stances, which hamper weaving a strong argument in the texts. Findings of this study provide implications for teaching English academic writing in China and in other L2 contexts as well.

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“…Most extensively, however, move analysis has been applied to the research article (RA) genre, and John Swales, who pioneered the 'create a research space' (CARS) model for RA Introduction sections, is rightfully called the father of RA studies (Atkinson, 2013). A myriad of studies have validated the CARS model through analyses of corpora in different academic fields (Chang & Schleppegrell, 2011;Crookes, 1986;Durrant & Matheus-Aydinli, 2011;Loi, 2010;Milagros del Saz Rubio, 2011;Ozturk, 2007;Samraj, 2002;Sheldon, 2011). In like manner, move frameworks have been devised for Methods sections (Chang & Kuo, 2011;Kanoksilapatham, 2007;Lim, 2006;Zhang, Kopak, Freund, & Rasmussen, 2011), for Results (Brett, 1994;Bruce, 2008;Lim, 2010;Nwogu, 1997;Swales & Feak, 2004;Williams, 1999), and for Discussion/Conclusions (Dudley-Evans, 1997; Holmes, 1997;Parkinson, 2011;Peacock, 2002;Yang & Allison, 2004).…”

Section: Introductionmentioning

confidence: 99%

Furthering and applying move/step constructs: Technology-driven marshalling of Swalesian genre theory for EAP pedagogy

Cotos

Huffman

Link

2015

Journal of English for Academic Purposes

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John Swales' seminal work has inspired a wealth of research with important pedagogical implications for genre-based writing instruction. Continuing the prolific move analysis tradition in EAP research, this article presents empirically devised and validated cross-disciplinary IMRD move/step frameworks for the research article genre and demonstrates how Swales' move and step concepts underlying these frameworks formed the foundation of innovative genre-based automated writing evaluation technology. Overall, this paper makes the relationships between genre theory, genre analysis, and genre instruction explicit, demonstrating that move analysis is a powerful and promising theoretical, analytic, and teaching construct. With that, we take Swales' vision to a new dimension of conceptualizing EAP. Keywordsgenre analysis, move, step, genre-based writing pedagogy, automated writing evaluation, research writing Disciplines Curriculum and Instruction | Curriculum and Social Inquiry | Educational Assessment, Evaluation, and Research | Educational MethodsComments NOTICE: this is the author's version of a work that was accepted for publication in Journal of English for Academic Purposes. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Journal of English for Academic Purposes, [19, (2015) AbstractJohn Swales' seminal work has inspired a wealth of research with important pedagogical implications for genre-based writing instruction. Continuing the prolific move analysis tradition in EAP research, this article presents empirically devised and validated cross-disciplinary IMRD move/step frameworks for the research article genre and demonstrates how Swales' move and step concepts underlying these frameworks formed the foundation of innovative genre-based automated writing evaluation technology. Overall, this paper makes the relationships between genre theory, genre analysis, and genre instruction explicit, demonstrating that move analysis is a powerful and promising theoretical, analytic, and teaching construct. With that, we take Swales' vision to a new dimension of conceptualizing EAP.

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Taking an effective authorial stance in academic writing: Making the linguistic resources explicit for L2 writers in the social sciences

Cited by 84 publications

References 17 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

Evaluation in Moves: An Integrated Analysis of Chinese MA Thesis Literature Reviews

Furthering and applying move/step constructs: Technology-driven marshalling of Swalesian genre theory for EAP pedagogy

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