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Article: Talking to Students: Metadiscourse in Introductory Coursebooks

TitleTalking to Students: Metadiscourse in Introductory Coursebooks
Authors
Issue Date1999
PublisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/esp
Citation
English For Specific Purposes, 1999, v. 18 n. 1, p. 3-26 How to Cite?
Abstract
This paper explores the possible role of university textbooks in students' acquisition of a specialised disciplinary literacy, focusing on the use of metadiscourse as a manifestation of the writer's linguistic and rhetorical presence in a text. Because metadiscourse can be analysed independently of propositional matter, it provides useful information about how writers support their arguments and build a relationship with readers in different rhetorical contexts. The paper compares features in extracts from 21 textbooks in microbiology, marketing and applied linguistics with a similar corpus of research articles and shows that the ways textbook authors represent themselves, organise their arguments, and signal their attitudes to both their statements and their readers differ markedly in the two corpora. It is suggested that these differences mean that textbooks provide limited rhetorical guidance to students seeking information from research sources or learning appropriate forms of written argument. Finally, by investigating metadiscourse in particular disciplines and genres, the study helps to restore the intrinsic link between metadiscourse and its associated rhetorical contexts and rectify a popular view which implicitly characterises it as an independent stylistic device. © 1998 The American University. Published by Elsevier Science Ltd.
Persistent Identifierhttp://hdl.handle.net/10722/130121
ISSN
2013 Impact Factor: 0.953
2013 SCImago Journal Rankings: 1.301
References

 

Author Affiliations
  1. City University of Hong Kong
DC FieldValueLanguage
dc.contributor.authorHyland, Ken_HK
dc.date.accessioned2010-12-23T08:47:28Z-
dc.date.available2010-12-23T08:47:28Z-
dc.date.issued1999en_HK
dc.identifier.citationEnglish For Specific Purposes, 1999, v. 18 n. 1, p. 3-26en_HK
dc.identifier.issn0889-4906en_HK
dc.identifier.urihttp://hdl.handle.net/10722/130121-
dc.description.abstractThis paper explores the possible role of university textbooks in students' acquisition of a specialised disciplinary literacy, focusing on the use of metadiscourse as a manifestation of the writer's linguistic and rhetorical presence in a text. Because metadiscourse can be analysed independently of propositional matter, it provides useful information about how writers support their arguments and build a relationship with readers in different rhetorical contexts. The paper compares features in extracts from 21 textbooks in microbiology, marketing and applied linguistics with a similar corpus of research articles and shows that the ways textbook authors represent themselves, organise their arguments, and signal their attitudes to both their statements and their readers differ markedly in the two corpora. It is suggested that these differences mean that textbooks provide limited rhetorical guidance to students seeking information from research sources or learning appropriate forms of written argument. Finally, by investigating metadiscourse in particular disciplines and genres, the study helps to restore the intrinsic link between metadiscourse and its associated rhetorical contexts and rectify a popular view which implicitly characterises it as an independent stylistic device. © 1998 The American University. Published by Elsevier Science Ltd.en_HK
dc.languageengen_US
dc.publisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/espen_HK
dc.relation.ispartofEnglish for Specific Purposesen_HK
dc.titleTalking to Students: Metadiscourse in Introductory Coursebooksen_HK
dc.typeArticleen_HK
dc.identifier.emailHyland, K:khyland@hku.hken_HK
dc.identifier.authorityHyland, K=rp01133en_HK
dc.description.naturelink_to_subscribed_fulltexten_US
dc.identifier.scopuseid_2-s2.0-0347807681en_HK
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-0347807681&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume18en_HK
dc.identifier.issue1en_HK
dc.identifier.spage3en_HK
dc.identifier.epage26en_HK
dc.publisher.placeUnited Kingdomen_HK

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