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Article: Bringing in the reader: Addressee features in academic articles

TitleBringing in the reader: Addressee features in academic articles
Authors
Issue Date2001
PublisherSage Publications, Inc.. The Journal's web site is located at http://www.sagepub.com/journalsProdDesc.nav?prodId=Journal200767
Citation
Written Communication, 2001, v. 18 n. 4, p. 549-574 How to Cite?
AbstractMuch of the literature concerning participant relationships in academic writing has discussed features that project the stance, identity, or credibility of the writer, rather than examining how writers engage with readers. In contrast, this article focuses on strategies that presuppose the active role of addressees, examining six key ways that writers seek explicitly to establish the presence of their readers in the discourse. Based on an analysis of 240 published research articles from eight disciplines and insider informant interviews, the author examines the dialogic nature of persuasion in research writing through the ways writers (a) address readers directly using inclusive or second person pronouns and interjections and (b) position them with questions, directives, and references to shared knowledge. The analysis underlines the importance of audience engagement in academic argument and provides insights into how the discoursal preferences of disciplinary communities rhetorically construct readers. © 2001 Sage Publications.
Persistent Identifierhttp://hdl.handle.net/10722/130144
ISSN
2015 Impact Factor: 2.2
2015 SCImago Journal Rankings: 1.345
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorHyland, Ken_HK
dc.date.accessioned2010-12-23T08:47:31Z-
dc.date.available2010-12-23T08:47:31Z-
dc.date.issued2001en_HK
dc.identifier.citationWritten Communication, 2001, v. 18 n. 4, p. 549-574en_HK
dc.identifier.issn0741-0883en_HK
dc.identifier.urihttp://hdl.handle.net/10722/130144-
dc.description.abstractMuch of the literature concerning participant relationships in academic writing has discussed features that project the stance, identity, or credibility of the writer, rather than examining how writers engage with readers. In contrast, this article focuses on strategies that presuppose the active role of addressees, examining six key ways that writers seek explicitly to establish the presence of their readers in the discourse. Based on an analysis of 240 published research articles from eight disciplines and insider informant interviews, the author examines the dialogic nature of persuasion in research writing through the ways writers (a) address readers directly using inclusive or second person pronouns and interjections and (b) position them with questions, directives, and references to shared knowledge. The analysis underlines the importance of audience engagement in academic argument and provides insights into how the discoursal preferences of disciplinary communities rhetorically construct readers. © 2001 Sage Publications.en_HK
dc.languageengen_US
dc.publisherSage Publications, Inc.. The Journal's web site is located at http://www.sagepub.com/journalsProdDesc.nav?prodId=Journal200767en_HK
dc.relation.ispartofWritten Communicationen_HK
dc.titleBringing in the reader: Addressee features in academic articlesen_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.doi10.1177/0741088301018004005en_HK
dc.identifier.scopuseid_2-s2.0-0344842205en_HK
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-0344842205&selection=ref&src=s&origin=recordpageen_US
dc.identifier.volume18en_HK
dc.identifier.issue4en_HK
dc.identifier.spage549en_HK
dc.identifier.epage574en_HK
dc.identifier.eissn1552-8472-
dc.identifier.isiWOS:000176974400005-
dc.publisher.placeUnited Statesen_HK

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