We make viewpoints in different ways: the use of stance adverbials across academic levels and disciplines
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 invo...
Saved in:
| Main Author: | |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Taylor & Francis Group
2024-12-01
|
| Series: | Cogent Arts & Humanities |
| Subjects: | |
| Online Access: | https://www.tandfonline.com/doi/10.1080/23311983.2024.2435169 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1850110507498864640 |
|---|---|
| author | Chunxiao Yue |
| author_facet | Chunxiao Yue |
| author_sort | Chunxiao Yue |
| collection | DOAJ |
| description | 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. |
| format | Article |
| id | doaj-art-99c055f4721f467caebb9bd09b53035c |
| institution | OA Journals |
| issn | 2331-1983 |
| language | English |
| publishDate | 2024-12-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Cogent Arts & Humanities |
| spelling | doaj-art-99c055f4721f467caebb9bd09b53035c2025-08-20T02:37:49ZengTaylor & Francis GroupCogent Arts & Humanities2331-19832024-12-0111110.1080/23311983.2024.2435169We make viewpoints in different ways: the use of stance adverbials across academic levels and disciplinesChunxiao Yue0English Department, Arizona State University, Tempe, AZStance 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.https://www.tandfonline.com/doi/10.1080/23311983.2024.2435169Stance adverbialscross-level writingcross-discipline writingregister functional analysisacademic discoursecorpus-based appraoch |
| spellingShingle | Chunxiao Yue We make viewpoints in different ways: the use of stance adverbials across academic levels and disciplines Cogent Arts & Humanities Stance adverbials cross-level writing cross-discipline writing register functional analysis academic discourse corpus-based appraoch |
| title | We make viewpoints in different ways: the use of stance adverbials across academic levels and disciplines |
| title_full | We make viewpoints in different ways: the use of stance adverbials across academic levels and disciplines |
| title_fullStr | We make viewpoints in different ways: the use of stance adverbials across academic levels and disciplines |
| title_full_unstemmed | We make viewpoints in different ways: the use of stance adverbials across academic levels and disciplines |
| title_short | We make viewpoints in different ways: the use of stance adverbials across academic levels and disciplines |
| title_sort | we make viewpoints in different ways the use of stance adverbials across academic levels and disciplines |
| topic | Stance adverbials cross-level writing cross-discipline writing register functional analysis academic discourse corpus-based appraoch |
| url | https://www.tandfonline.com/doi/10.1080/23311983.2024.2435169 |
| work_keys_str_mv | AT chunxiaoyue wemakeviewpointsindifferentwaystheuseofstanceadverbialsacrossacademiclevelsanddisciplines |