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Although previous preconceived notions discourage authors from asserting their presence in research articles (RAs), recent studies have substantiated that the use of self-mention markers offer a means to establish authorial identity and recognition in a given discipline. Few studies, however, explored specific sections of research articles to uncover how self-mentions function within each section's conventions. Exploring the use of self-mention markers, the present study aimed at comparing the method sections written by native English writers and L-1 Persian writers in the field of psychology. The corpus contained 120 RAs, with each sub-corpora including 60 RAs. The RAs were then examined structurally and functionally. The data were analyzed both quantitatively, using frequency counts and chi-square analyses, and qualitatively through content analysis. The findings indicated a significant difference between English and Persian authors concerning the frequency of self-mentions and the dimension of rhetorical functions; however, the differences in the dimensions of grammatical forms and hedging and boosting were found insignificant. Native English authors were inclined to make more use of self-mentions in their research articles. The findings of the current study can assist EAP and ESP novice researchers in taking cognizance of the conventions of authorial identity in each genre.

Research on intradisciplinary variations in self-mention marker use in research articles (RAs) in dentistry subdisciplines is lacking. The present study investigates self-mention markers used in each of the seven dentistry subdisciplines (oral sciences, periodontics, endodontics, pediatrics, prosthodontics, oral and maxillofacial surgery, and orthodontics), sections of RAs that employ more self-mention devices in each of the seven dentistry subdisciplines, and common rhetorical realizations of first-person pronouns in the seven dentistry subdisciplines. The analytical framework was primarily based on Hyland's (2003) four rhetorical functions of self-mentions in RAs. The findings showed the lack of qualitative and quantitative intradisciplinary variations across six of the seven dentistry subdisciplines. The first-person plural pronouns "we" and "our" were the most frequently employed self-mention devices in the Discussion section of RAs. Authors in the periodontics subdiscipline preferred to retain an objective stance through the use of passive constructions, abiding by the conventional norms of academic writing that restrict them. The findings also revealed that "explaining a procedure" and "stating findings/claims" were the most frequent realizations associated with the use of self-mention devices, with the exception of periodontics RAs that employed passive constructions instead. The findings contribute to the fields of discourse and genre studies as well as ESP/EAP courses. They may have implications for dentistry RA writing and teaching. An awareness of more frequently used self-mentions in dentistry RAs and their rhetorical functions can help English dentistry scholars successfully produce RAs in line with the academic writing norms of each subdiscipline.

The current research aimed at investigating the authorial identity through explicit self-mention markers (I, me, my, we, us, and our) in English research articles written by Indonesian authors. For this purpose, we employed a mix-methods research design consisting of two analysis phases. First, the quantitative analysis was represented by analyzing the frequency of self-mention markers in the corpus of 200 linguistics and applied linguistics research articles using the corpus tool AntConc ver. 3.9.5 (Anthony, 2020). The corpus was compiled from ten journals indexed in SINTA 1 and 2 in the latest five years (2017-2021). Second, the qualitative phase was represented by concordance analysis to interpret the discourse function of self-mention markers in use. We refer to Hyland's taxonomy (Hyland, 2002). Our findings have discovered that Indonesian authors use self-mention in various functions. This research shows the novice authors the extent to which authors can exploit self-mention markers in English research articles and how expert authors in reputable national journals use self mention markers to obtain essential functions to mark their authorial identity. Thus, this research is expected to add insight to EAP/ESL courses to encourage novice writers to construct and represent their identity in conveying their arguments firmly using these self-mentions markers.

In academic writing, writers intend to use the linguistic term "metadiscourse" to guide, to make their readers interact, and to persuade them through interactive and interactional levels of metadiscourse. The current study attempts to examine the interactional metadiscourse markers in Hawthorne's novel "The Scarlet Letter" in its simplified Oxford edition. The selected data consists of ten samples. The study aims to identify the frequencies and function of each marker in interactional metadiscourse. Two hypotheses are utilized to achieve the aims: First, the interactional metadiscourse markers have an essential impact on audience persuasion. Second, the writer interacts with readers in the text, using a higher frequency of self-mentions markers. To validate these hypotheses, the procedure includes the following steps: Presenting a literature review, using Hyland's (2019) metadiscourse model, selecting data samples, analysing the selected data using qualitative and quantitative methods, and presenting and discussing the findings. The results indicate that interactional metadiscourse markers have significant functions in persuading the reader through writing. In addition, self-mention markers are employed frequently since these markers project writers in the text to persuade their readers by attracting their attention to the mood and atmosphere of the novel.

The article presents the analysis of Russian self-mentions – elements of authorization comprising “the voice of the author” – in evaluative academic discourse. These are phrases containing fi rst person personal pronouns and possessive pronouns (я; мы; меня; мне; нам; нас; мой; наш). Self-mentions include two-member constructions (мы считаем; мы полагаем; как мы хорошо знаем; я уверен), one-member constructions (допускаю; заметим; согласимся), phrases with pronouns in oblique cases (нам кажется; у меня замечание; нам думается) and possessive pronouns (на наш взгляд; с моей точки зрения; по нашему мнению). The research is based on 64 offi cial review reports given by offi cial opponents and external reviewers to dissertations on linguistics, literary criticism, history, chemistry, physics and medical science. Self-mentions are regarded as part of the so-called pragmatic framework of communication formed by discourse markers – elements of the supplementary level of communication providing the setup of the discourse in the context of its logical arrangement, cohesion, consecution, composition and regulating the interaction between the author and the addressee. The research aims at the qualitative and quantitative analysis of the use of self-mentions in the speech genre of the dissertation review report and attempts to determine the factors infl uencing this use. Self-mentions used in evaluative academic discourse help create the eff ect of ecological, positive communication: they are viewed as hedges which subdue the critical stance of the report’s contents or as boosters which highlight the achievements of the reviewed research, create the atmosphere of closeness and solidarity with the addressee and on the whole enhance the persuasive eff ect within academic communication. Among the factors determining the use of self-mentions the author of the article singles out the academic sphere (discipline), the genre of academic discourse and gender. The research proves that self-mentions are more typical of reviews written by humanitarians than by natural scientists. It is also shown that we-self-mentions prevail over I-self-mentions and men use self-mentions more frequently than women.

Authorial identity construction is one of many professional rhetorical strategies employed by authors in academic review genres. Authors usually create a persona to represent themselves, their seniority in the field, and the community to which they belong. The author’s visibility is made possible through several rhetorical devices. Perhaps the most remarkable way of such authorial identity construction in the review article genre is self-mentions. The aims of this research are (1) to find out what types of self-mention are frequently used in review articles, (2) to determine the frequency of use and distribution of self-mentions in the review articles, and (3) to investigate the rhetorical function of self-mentions in the different analytical sections of the review articles. The data, drawn from a randomly selected corpus of thirty-two review articles, were analysed using WordSmith Tools Version 6. The findings indicated that first-person plural pronouns were more frequently used than singular pronouns in the whole corpus except in the two review texts. It was also observed that the frequency of occurrence for the exclusive and inclusive pronouns was very close to each other. Most importantly, the inclusive pronouns were used not only as a politeness strategy to appreciate the readers and keep the writers’ claims balanced but also as a persuasive tool to seek the readers’ agreement in the evaluation of research developments. This study revealed that authors construct various professional personas as a rhetorical strategy to carve their authorial identity and credibility in the review article genre. The findings of this study have pedagogical implications in the field of academic writing in applied linguistics as well as other disciplines.

This document is a compilation of references and citations from academic articles and studies on the topic of linguistic units, stance, and metadiscourse in academic writing. The references cover various topics such as the use of self-mention markers, authorial presence, disciplinary differences in writing, and the analysis of metadiscourse markers. These articles provide valuable insights into the linguistic features and strategies employed in academic writing across different disciplines and languages. [Extracted from the article]

Copyright of Adab Al-Kufa is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Although various studies have been done on authorial voice, none has focused on the possible differences among the articles published by different publishers. To shed light on this issue, this article sought to find the different levels of the use of stance-driven authorial voice in applied linguistics articles published by three international publishers. To this end, 248 applied linguistics articles published from 2000 to 2020 by three intentional publishers were selected through stratified random sampling. After trimming them, a corpus of 1.5 million words was achieved. Then, the normalized frequencies of Hyland's proposed list of stance markers were extracted using the LancsBox corpus analysis toolbox. The obtained data were analysed using the Kruskal–Wallis test in SPSS 26. The results showed that there are significant differences in the use of overall stance markers, attitude markers, and self-mention markers in the articles published by different publishers, while the results were not significant for hedges and boosters. Our findings can inform the research article writers, academic writing course instructors, and the publishing staff. [ABSTRACT FROM AUTHOR]

Metadiscourse refers to the linguistic element that is used to communicate meanings with imagined readers and to express a viewpoint as members of a particular academic community. Accordingly, this study reported the distributions of interactive and interactional metadiscourse markers in a corpus of 99 research articles representing the English language, Computer Sciences, and Education disciplines. To observe the writers' metadiscourse devices usage in their discourse community, Hyland's (Metadiscourse: exploring interaction in writing. Continuum, New York, 2005) metadiscourse taxonomy was employed. The data were computed through descriptive statistics, Chi square, Kruskal–Wallis test, and content analysis. Hence, the data revealed that though articles in all disciplines employed both interactive and interactional metadiscourse markers, English Language discipline articles contained highest metadiscourse devices compared with Education and Computer sciences discipline articles. It was also observed that the book review writers used much more interactive markers such as transition and evidential devices than interactional markers. However, among interactional markers, self-mention markers were extensively used. The data also indicated that there was statistically a significant difference across disciplines in using interactive and interactional metadiscourse devices. Hence, these findings implied that academic writing teachers should focus on discipline-oriented metadiscourse devices while teaching academic writing skills. [ABSTRACT FROM AUTHOR]

Writing argumentative correspondences is an art requiring linguistic and rhetorical skills to bring forth the ultimate effect of persuading the audience. However, instruction of this critical language art has been underrepresented in Thai tertiary educational contexts. This study is based on an interventional experiment of teaching an ESP-Science course to 40 students majoring in science, with a strong emphasis on linguistic devices for academic interaction, consisting of stance and engagement marking, as elaborated in Hyland (2005a, 2005b). The interventional experiment made use of the 240 correspondences taken from the scientific journal Nature with the duration of 30 hours over a 10-week period. This study reports the findings from a comparison of the students’ writing before and after the intervention and a comparison of the students’ post-experiment writing and the experts’ writing. The analysis is based on content analysis, inter-rater assessment, and descriptive statistics, and shows that a meaningful level of progress has been obtained as a result of the intervention. The progress is evident in not only that students’ post-experiment writing exceeds in quality their pre-experiment writing, but also that students’ post-experiment writing has become similar to the expert writing to a great extent, with respect, in particular, to the strategic patterns of stance and engagement marking. The success of a relatively short intervention, i.e., 10 weeks, calls for implementation of courses using authentic correspondences in ESP-Science classes, or more broadly, in ESP courses in diverse disciplines (237/250). [ABSTRACT FROM AUTHOR]

The ASEAN Federation of Accountants (AFA) organizes the Continuing Professional Development (CPD) programs to enhance the professional competence of ASEAN accountants. One such program is the conference presentation (CP), which serves as a platform for AFA to share new frameworks and policies. Despite its significance, this language-based professional practice received limited attention from an Applied Linguistics perspective. This study explores the professional practices and competence of accountants in AFA CPs using Genre Analysis to examine structural moves and Metadiscourse analysis to identify specific linguistic markers in presentations. Wordsmith 8.0 (Scott, 2020) was used for concordance analysis on 13 conference presentations delivered by ASEAN accountants at an AFA conference in Indonesia. The presentations were recorded and transcribed with the software Wreally.com (Wreally, 2019). The text was analyzed based on Seliman and Dubois's (2002) move structure and Hyland's (2005, 2019) interpersonal metadiscourse markers. The findings revealed the tendency to use more interactional resources than interactive resources to connect information and assist the audience in understanding the problem-solution-modeled presentations. The popular interactional resources are Self-mention, Engagement markers, and Hedges while the interactive resources are Transition markers. This study found that the discipline, the problem-solution convention, the presenter-audience interaction, and the preferred usage of certain markers determined the use of metadiscourse markers for the AFA CP. It helps accountants understand the importance and need of using moves and metadiscourses in developing their professional competence. The study contributes to the literature in English for Specific Purposes (ESP) and serves as a guide in presenting effectively at conferences and developing purposeful CPD training. This research can also be replicated in studies on professional competence of other professions and professional training programs. [ABSTRACT FROM AUTHOR]

Research article (RA) discussions require authors to underline new research findings through negotiating conflict, known as academic conflict (AC), with a specific strand of literature. However, AC has been either inadequately represented in particular disciplines, or left unnoticed across disciplines in academic writing research. This study follows a cross-disciplinary perspective to examine and compare AC negotiation in published medical and applied linguistics RA discussions based on Hunston's framework. A specialised corpus consisting of 60 RAs, 30 from each discipline, from prestigious journals was screened for AC frequency and recurrent features through manual rhetorical analysis. The findings revealed little variation in overall AC realisation across the two disciplines. In terms of AC components, medical RAs included frequent proposed claims and recurrent conflict resolution features, indicating authors' tendency to overuse self-interpretations in arguing against previous claims. By contrast, applied linguistics authors relied more on opposed claim components to discuss new findings and resolve research tensions. These findings help enrich our understanding of AC realisations across discipline RAs, which in turn might offer helpful insights into more proportionate academic writing practice and pedagogy. [ABSTRACT FROM AUTHOR]

In recent decades, the traditional perception of academic writing as impersonal prose conveying facts has given way to a view that sees it as an interactional process laden with cultural influence. Due to this shift, authorial voice has become a major research focus in applied linguistics studies. This study involved a corpus-based textual analysis of self-representation markers in research papers by Russian and Chinese authors in the field of engineering. Using Hyland's interactional metadiscourse model (2005) and Tang and John’s (1999) taxonomy of writer’s roles as the analysis frameworks, the study aimed to compare the features of authorial voice in English-medium research article (RA) abstracts by non-native writers from two different cultural backgrounds. To achieve this purpose, 98 RA abstracts were collected from four reputable Scopus-indexed engineering journals. The differences in the use of self-mention markers are explained in terms of the national and international academic writing traditions and the level of competitiveness among scholars influencing an authorial stance in English-medium academic prose. The study has important implications for novice non-native English academic writers who aspire to take their work to an international audience. [ABSTRACT FROM AUTHOR]

This study explores the construction of authorial stance in English and Arabic newspaper editorials. To achieve this objective, the study examines a corpus of 80 newspaper editorials retrieved from two newspapers: The first publishes in English (The Guardian, the UK), and the second publishes in Arabic (Addustour, Jordan). The study adopts Hyland's taxonomy of stance, which includes features of hedges, boosters, attitude markers and self-mentions. To analyse the data, the study follows a mixed-methods approach to identify differences, if any, in the construction of authorial stance in the two languages in the editorial genre. A functional analysis is carried out to capture these markers within contexts. The results reveal that the most frequently used stance devices in Arabic editorials are the attitude markers, followed by boosters, hedges and self-mentions. Contrariwise, the findings showcase that the most frequently used stance device is hedging, followed by attitude markers, boosters, and self-mention. The study concludes that the two languages differ in the way they construct stance in editorials, a conclusion that provides implications for second-language professional writing teachers and students. The findings provide insights that might enhance the skills of argumentative writing in English for media courses. [ABSTRACT FROM AUTHOR]

Copyright of Adab Al-Kufa is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The present study explored authorial presence in the abstracts across three purpose-built discipline-specific corpora of RAs in major but relatively less represented disciplines in corpus studies: Civil Engineering (CE), Political Sciences (PS) and Veterinary Medicine (VM). In particular, due to less attention having been paid to these fields, we examined explicit authorial references with a functional perspective in a corpus of abstracts totaling over one million words. To this end, we first conducted a preliminary search for explicit third-person plural author references in the corpora and manually analysed a total of over 6,000 instances to check if they were all markers signaling an authorial presence in the text. Following this, the second manual analyses concentrated on categorizing the rhetorical functions of self-mentions based on Xia's (2018) framework. The preliminary findings showed that the frequency of "we"-based authorial references in PS outweighed that in the other disciplines (PS: 722.13; CE: 636.81; VM: 481.30 per 100,000 words). Regarding the density of authorial references, we found that each discipline favored being more visible with divergent authorial roles in their abstracts. For example, PS were more rhetorically present in their abstracts by "proposing a theory or approach" whereas CE and VM authors used fewer self-mentions to mark their presence frequently with this rhetorical device. With respect to the functional analyses of the self-mentions of "we", all three disciplines displayed more low-stakes functions such as "recount experimental procedure and methodology". We focused on the significance of cross-disciplinary and functional analysis in the study in order to contribute to designing activities in EAP for each discipline. [ABSTRACT FROM AUTHOR]

This study seeks to investigate metadiscourse markers utilized by travel bloggers in both Pakistani English and Native English contexts. Metadiscourse functions as an interaction tool employed by writers to foster a sense of self-reflection and facilitate reciprocal engagement with their readers. In the contemporary context, the burgeoning tourism industry and the widespread use of social media have led to an accelerated exchange of ideas. Employing a mixed-methods analysis, the research focused analysis of interactive and interactional metadiscourse, using Hyland's (2005) Interpersonal Model of Metadiscourse. The researchers employed a convenient sampling technique to collect 15 travel blogs in both Pakistani English and Native English. Findings show that Pakistani English bloggers extensively use both interactional and interactive metadiscourse markers compared to their Native English counterparts. The analysis highlights the prevalence of boosters, transitions, hedges, engagement markers, and self-mentions among bloggers, indicating common strategies. This study reveals cross-cultural nuances in travel blogging by examining metadiscourse markers in both contexts. The findings contribute to a deeper understanding of how language influences reader engagement and shapes travel experiences, offering insights valuable for bloggers, linguists, and the tourism industry. The research suggests more in-depth study of metadiscourse markers as an interaction tool across different genres. [ABSTRACT FROM AUTHOR]

Self-mention is a powerful rhetorical strategy for constructing authorial identity in research articles. This study proposes that researchers' authorial identity can be considered in three aspects according to the self-mention devices they employ: the detached self, the individual self and the collective self. Based on a corpus comprising 90 research articles (45 in English and 45 in Chinese), the research explores the construction of authorial identity in English and Chinese research articles by examining the frequency of and roles performed by self-mention markers. Results show that both English and Chinese writers try to display their detached self by distancing themselves from the text and reader. But English writers are more ready to present the individual self by taking on the role of discourse constructor, arguer and evaluator, whereas Chinese writers are inclined to show their collective self and take on the role of researcher. The research results have implications for research article writing and the teaching of research article writing. [ABSTRACT FROM AUTHOR]

Lexical bundles are recurrent multiword combinations and often function as discourse building blocks. Lexical bundles have been analysed in university students' writing to detect linguistic errors, measure writing competence, and investigate the divergence between L1 and L2 writing. Few studies, however, have focused on the high-stakes genre of PhD thesis and investigated the bundle productions of the same genre within the same level and discipline. This paper compares sentence initial lexical bundles in the corpora of English theses written by Chinese and New Zealand PhD students in the discipline of General and Applied Linguistics. Forty-six bundles from a Chinese corpus and forty-two bundles from a New Zealand corpus were generated. Among them, 94% of sentence initial bundles were identified as metadiscursive bundles. Chinese and New Zealand doctoral students showed considerably different preferences in their bundle selection. The paper examines the possible impact of these preferences and suggests there is a need to extend the metadiscourse knowledge of doctoral students in terms of lexical bundles. [ABSTRACT FROM AUTHOR]

A register, defined as a text variety with specific situational characteristics and a communicative purpose (Biber & Conrad 2019), is also recognized as a cultural construct (Biber & Egbert 2023). Registers merit thorough investigation due to their pivotal role in reflecting linguistic and cultural landscapes. However, existing studies predominantly focus on Indo-European languages. This study investigates Turkish web registers through the introduction of the Turkish Corpus of Online Registers (TurCORE). Comprising 2,780 web texts, TurCORE was manually annotated using a register taxonomy targeting the entire unrestricted web and identifying 24 web register categories. By employing Text Dispersion Keyword Analysis (Egbert & Biber 2019), the research examines the register characteristics with a specific focus on news reports, interactive discussions, and recipes, drawing comparisons with their English equivalents. Results reveal parallels between Turkish and English news reports while Turkish interactive discussions and recipes exhibit distinctive language- and culture specific features. [ABSTRACT FROM AUTHOR]

Stance, a crucial aspect of academic writing, is complex and vital for both beginner and advanced writers. However, L2 English learners and experienced writers frequently struggle with using stance markers effectively. Currently, there remains a scarcity of research comparing the utilisation of stance markers in applied linguistics research articles between native English professional writers and L1 Indonesian speakers. This study aims to fill this gap by investigating similarities and differences in the deployment of stance markers in applied linguistics research articles by authors with L1 Indonesian and L1 English backgrounds and discussing the educational implications derived from the analysis results. The analysis involves two corpora: the Indonesian academic corpus (IAC), comprising articles authored by L1 Indonesians, and the English academic corpus (EAC), consisting of articles by native English speakers. The study investigates various types of stance markers and their distribution across the corpora, revealing significant differences in their usage. L2 English authors employ more boosters and attitude markers, while L1 English writers use more hedges and self-mentions, with the most notable disparities observed in the usage of selfreferences. These findings underscore the necessity for educators, particularly within the Indonesian context, to sensitise learners to the discursive norms surrounding the use of stance markers in applied linguistics research articles and provide targeted instruction to enhance English learners' proficiency in employing stance markers effectively. [ABSTRACT FROM AUTHOR]

Self-mention refers to the presentation and mention of writers themselves in texts. As there has been limited research on whether authors have changed the ways they refer to themselves in their English research articles, we explored whether and to what extent self-mention and its three sub-categories have changed based on a corpus of 1200 research articles from 4 disciplines spanning the period from 1970 to 2019. The findings demonstrate that self-mention and its three sub-categories in academic writing have undergone changes over time and tend to be shaped by discipline. Writers in soft science use fewer self-mentions and first-person pronouns. They tend to present themselves in a subtle way by diverting their attention from first-person pronouns by increasing the percentages of third-person nouns and abstract subjects. Conversely, writers in hard science strive to present themselves more directly via using self-mention more frequently, especially first-person pronouns. Accordingly, the percentages of third-person nouns and abstract subjects in hard sciences are decreasing. This study provides a diachronic and cross-disciplinary overview of how self-mention has changed in English research articles throughout the 50 years and offers some pedagogical implications for self-mention in English academic writing and teaching. [ABSTRACT FROM AUTHOR]

PhD examination is a unique type of assessment with examiners playing a key role in it. Despite extensive research on various modes of academic genre, research on the examiners’ language representing oral review genre is yet underrepresented. One important way to identify this genre is to unpack the metadiscursive features that constitute this type of academic discourse. Using a metadiscourse framework, developed by Hyland (2005), this study investigates the metadiscursive markers that constitute Iranian and International examiners’ language of PhD dissertation evaluation. The data include the transcriptions of Iranian and International examiners’ evaluative discourse in eight PhD dissertation defenses, taken place in Iran and the US (MICASE corpus), representing English for Academic Purposes. The results indicate that the examiners use a variety of interactional as well as interactive metadiscourse markers to convey the effective and appropriate evaluation of the PhD dissertations at hand. Further breakdown of the metadiscourse devices and the comparison of the two sets of data are provided. The results unpack an aspect of oral academic review as a specific genre with implications for both EAP-user examiners and PhD candidates to become aware of the discursive features of the examiners language. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Mother Tongue Education / Ana Dili Egitim Dergisi is the property of Journal of Mother Tongue Education / Ana Dili Egitim Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper aims to investigate frequency and distribution patterns of stance and engagement markers across different science fields in European Research Council funded project proposal abstracts. Three science fields analysed using corpus-based quantitative and qualitative methodology are life sciences, physical sciences and engineering, and social sciences and humanities. A corpus consisting of 90 project proposal abstracts was compiled and each text was examined for stance and engagement markers following Hyland's (2005b) framework of stance and engagement. The results show that stance markers were used much more frequently than engagement markers in all science fields analysed. However, it was found that compared to writers in social sciences and humanities, authors of life sciences and physical sciences and engineering abstracts tended to use more stance markers which may suggest a greater importance placed on creating a stronger authorial persona. In social sciences and humanities abstracts, on the other hand, engagement markers were more frequent than in the other two fields, which may imply that their texts are slightly more reader focused. The results of the study shed light on competitive funding discourse which is still scarcely researched, as well as reveal strategies and techniques used to create effective scientific discourse. [ABSTRACT FROM AUTHOR]

An infographic resume is an effective medium of exchanging information from job applicants to employers, and it greatly affects and persuades employers to take action. The current study examines both how frequently linguistic and the visual metadiscourse markers (MMs) are employed in infographic resumes and the role they take in creating persuasion. A corpus of 30 infographic resumes totaling about 2463 words was extracted from digital content marketers, software engineers, and service advisors. To compare the employment of the two metadiscourse types, and find out the way visual metadiscourse perfectly coordinated with linguistic metadiscourse in creating persuasive interaction and evoking employers to hire the job applicants, we built on Hyland's (2019) metadiscourse model and Kumpf's (2000) visual metadiscourse to analyze the corpora. Results indicated that boosters and attitude markers demonstrated higher frequencies than other linguistic MMs and were considered to be meaningful and influential ways of persuasive language. In addition, it was shown that all visual metadiscourse categories were mostly established in the data examined. The findings revealed that both linguistic and visual metadiscourse is significant in establishing the discourse, attracting the audience, and satisfying the employers' curiosity. They were proved to be essential in persuasive language. [ABSTRACT FROM AUTHOR]

This corpus-based study explores distinctive epistemic stance-taking features of ELF research writing in terms of evaluative that-clauses use. Data from two sets of corpora were compared. Both quantitative and qualitative analyses were conducted to reveal the variation concerning four dimensions of evaluative-that pattern and their rhetorical effects on communication. The findings demonstrate that ELF writers deploy an extended range of evaluative-that controlling verbal predicates and make significantly higher use of stance nouns to embellish their research. The results also indicate that ELF writers exhibit greater writer visibility than native cohorts to present their identities as problem solvers and creative interpreters. Furthermore, the analysis reveals that ELF writers tend to signal a stronger sense of epistemic certainty to legitimize research outcomes, acknowledge the truth of previous knowledge claims, and promote the effectiveness of research methods. The present study supplements the previous ELF research from an epistemic stance-taking perspective. The findings of this study have pedagogical implications for ESP/EAP teaching and learning in both the ELF context and for scholarly publication purposes. [ABSTRACT FROM AUTHOR]

A considerable body of research has investigated the use of metadiscourse in academic writing in different languages, and it is assumed in the literature that the use of metadiscourse is language- and culture-specific. However, little research has investigated how Arab writers interact with their readers in Arabic research articles (RAs). Thus, following Hyland's (2005) models, this study explores the use of the interactional metadiscourse in the introductions of 94 Arabic RAs totalling 88,350 words published between 2013-2022. Findings showed that Arab writers tend to establish a relationship with readers and involve them as discourse participants through the use of the inclusive pronoun naḥnu ... 'we' and the rhetorical forms. Arab writers used both grammatical and lexical items to express their views with confidence with a high degree of commitment. They were found to use reader-accuracy markers to mitigate their arguments. They, however, appeared not to evaluate what is presented through their personal feelings, and this might be due to sociocultural reasons, which requires further investigation. [ABSTRACT FROM AUTHOR]

This research is an attempt to investigate the interactional metadiscourse markers in the inaugural speeches of the U.S. and Russian presidents (from 1991- 2018) within the framework of Hyland’s interpersonal metadiscourse model. The data were collected from the transcription of the speeches of the respective Presidents and quantitative and qualitative methods were used to analyze the collected data. To analyze the data statistically and to calculate and determine the significance of the differences Chi-square test was used. The result of the analysis showed a significant difference in the use of interactional metadiscourse markers in the inaugural speeches the Presidents of the two countries. With a closer analysis, this point also was made clear that there was a significant difference in the use of boosters and hedges. Also, statistical calculations showed that there is a significant difference in using engagement markers; this significant difference was seen especially in the use of self-mention markers..

Research article conclusions form an important sub-genre in the academic community. This study aims to compare the use of stance markers in English and Chinese research article conclusions and investigate how stance markers may vary in soft and hard sciences. Based on Hyland's stance model, an analysis of stance markers over 20 years was made in two corpora, which were compiled with 180 research article conclusions in each language from four disciplines. It was found that English writers and soft science writers tended to make statements more tentatively by hedges and craft their persona more explicitly through self-mentions. However, Chinese writers and hard science writers made their claims with more certainty by boosters and showed their affective attitude more frequently through attitude markers. The results reveal how writers from different cultural backgrounds construct their stances and also unveil the disciplinary differences involved in stance-taking. It is hoped that this corpus study will inspire future research on stance-taking in the conclusion section and also help cultivate writers' genre awareness. [ABSTRACT FROM AUTHOR]