We make viewpoints in different ways
The use of stance adverbials across academic levels and disciplines
Bibliographic Data
| ID | 20253373 |
|---|---|
| Authors | Chunxiao Yue (0009-0002-9045-4577, Arizona State University, corresponding author) |
| Year | 2024 |
| Volume | 11 |
| Issue | 1 |
| Publication date | 2024-12-31 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Cogent Arts and Humanities (JOURNAL) |
| Journal identifiers | ISSN: 2331-1983 • E-ISSN: 2331-1983 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/23311983.2024.2435169 |
| OpenAlex | W4404902851 |
| Language | EN |
| References cited | 43 |
Stance expression is an integral part of academic writing in displaying authorial viewpoints, attitudes, or feelings. As a subset of stance markers, stance adverbials (SAs) have yet to receive adequate attention in register-specific lexico-grammatical studies. Via a register functional approach involving quantitative and qualitative analyses, this corpus-based study examines 81 SAs in cross-level (i.e. novice, intermediate, and expert) writings of linguistics and English literature fields. This study discovers a downward trend in employing SAs as the advancement of the academic path in both disciplines. Linguistics and literature writers employ SAs differently according to the divergent rhetorical functions and disciplinary requirements. Interestingly, despite the significantly different frequencies, both novice writers and intermediate-level writers demonstrate expert-like styles of using SAs to realize discipline-specific rhetorical effects (i.e. elucidating content knowledge, generating critiques, and creating individual voices). The commitments of this study are: To generate a better understanding of SAs usage in academic discourse, to evoke register-specific awareness in academic English classrooms, and to elicit the investigation of more stance features in other discursive registers
Art · Linguistics · Mathematics education · Sociology · Viewpoints · Visual arts · Discourse Analysis in Language Studies · Language, Discourse, Communication Strategies · Language, Metaphor, and Cognition · Philosophy · Psychology
Evaluation in Text
Boosting, hedging and the negotiation of academic knowledge
‘Argument!’ helping students understand what essay writing is about
Academic Writing Development at the University Level
Stance in spoken and written university registers
Linguistic Markers of Stance in Early and Advanced Academic Writing
Styles of stance in English
Register as a predictor of linguistic variation
Advances in Written Text Analysis
Writing Trajectories of Grammatical Complexity at the University
A corpus-based comparison of linguistic markers of stance and genre in the academic writing of novice and advanced engineering learners
Functional analysis of stance nouns in English Language Teaching research articles
Changing patterns of the grammatical stance devices in medical research articles (1970–2020)
Diachronic corpus analysis of stance markers in research articles
‘We Believe That … ’
The importance of , it is important that or importantly
A discourse dynamics analysis of academic voice construction
Stance and engagement in English and Arabic research article abstracts
Adverbial stance types in English
Stance and engagement
The dynamics of stance constructions
| Citation velocity | historical |
|---|---|
| Highly cited | No |