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Article: Metadiscourse in academic writing: A reappraisal

TitleMetadiscourse in academic writing: A reappraisal
Authors
Issue Date2004
PublisherOxford University Press. The Journal's web site is located at http://applij.oxfordjournals.org/
Citation
Applied Linguistics, 2004, v. 25 n. 2, p. 156-177+288 How to Cite?
AbstractMetadiscourse is self-reflective linguistic material referring to the evolving text and to the writer and imagined reader of that text. It is based on a view of writing as social engagement and in academic contexts reveals the ways that writers project themselves into their discourse to signal their attitude towards both the propositional content and the audience of the text. Despite considerable interest in metadiscourse by teachers and applied linguists, however, it has failed to achieve its explanatory potential due to a lack of theoretical rigour and empirical confusion. Based on an analysis of 240 L2 postgraduate dissertations totalling 4 million words, we offer a reassessment of metadiscourse, propose what we hope is a more robust model, and use this to explore how these students used metadiscourse. Essentially our argument is that metadiscourse offers a way of understanding the interpersonal resources writers use to present propositional material and therefore a means of uncovering something of the rhetorical and social distinctiveness of disciplinary communities.
Persistent Identifierhttp://hdl.handle.net/10722/130138
ISSN
2014 Impact Factor: 1.453
2014 SCImago Journal Rankings: 1.079
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorHyland, Ken_HK
dc.contributor.authorTse, Pen_HK
dc.date.accessioned2010-12-23T08:47:31Z-
dc.date.available2010-12-23T08:47:31Z-
dc.date.issued2004en_HK
dc.identifier.citationApplied Linguistics, 2004, v. 25 n. 2, p. 156-177+288en_HK
dc.identifier.issn0142-6001en_HK
dc.identifier.urihttp://hdl.handle.net/10722/130138-
dc.description.abstractMetadiscourse is self-reflective linguistic material referring to the evolving text and to the writer and imagined reader of that text. It is based on a view of writing as social engagement and in academic contexts reveals the ways that writers project themselves into their discourse to signal their attitude towards both the propositional content and the audience of the text. Despite considerable interest in metadiscourse by teachers and applied linguists, however, it has failed to achieve its explanatory potential due to a lack of theoretical rigour and empirical confusion. Based on an analysis of 240 L2 postgraduate dissertations totalling 4 million words, we offer a reassessment of metadiscourse, propose what we hope is a more robust model, and use this to explore how these students used metadiscourse. Essentially our argument is that metadiscourse offers a way of understanding the interpersonal resources writers use to present propositional material and therefore a means of uncovering something of the rhetorical and social distinctiveness of disciplinary communities.en_HK
dc.languageengen_US
dc.publisherOxford University Press. The Journal's web site is located at http://applij.oxfordjournals.org/en_HK
dc.relation.ispartofApplied Linguisticsen_HK
dc.titleMetadiscourse in academic writing: A reappraisalen_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.doi10.1093/applin/25.2.156en_HK
dc.identifier.scopuseid_2-s2.0-4043134585en_HK
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-4043134585&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume25en_HK
dc.identifier.issue2en_HK
dc.identifier.spage156en_HK
dc.identifier.epage177+288en_HK
dc.identifier.isiWOS:000221829400002-
dc.publisher.placeUnited Kingdomen_HK
dc.identifier.citeulike10924494-

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