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Article: Hooking the reader: A corpus study of evaluative that in abstracts
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TitleHooking the reader: A corpus study of evaluative that in abstracts
 
AuthorsHyland, K2
Tse, P1
 
Issue Date2005
 
PublisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/esp
 
CitationEnglish For Specific Purposes, 2005, v. 24 n. 2, p. 123-139 [How to Cite?]
DOI: http://dx.doi.org/10.1016/j.esp.2004.02.002
 
AbstractThe linguistic resources used by academic writers to adopt a position and engage with readers, variously described as evaluation, stance and metadiscourse, have attracted increasing attention in the literature over the last 10 years and now form an important element of many ESP courses. A relatively overlooked interpersonal feature, however, is what we shall call 'evaluative that'. This is a structure which allows a writer to thematize attitudinal meanings and offer an explicit statement of evaluation by presenting a complement clause within a super-ordinate clause (as in We believe that this is an interesting construction ). In this paper, we explore the frequencies, forms and functions of evaluative that in two corpora of 465 abstracts from published research articles and masters and doctoral dissertations written by L2 students. Comparing student and published use of the structure across six disciplines, we find evaluative that is widely employed in these abstracts and is an important means of providing author comment and evaluation. We also show similarities and differences in how these groups used the structure by exploring what writers chose to evaluate, the stances they took, the source they attributed the stance to, and how they expressed their evaluations. © 2004 The American University. Published by Elsevier Ltd. All rights reserved.
 
ISSN0889-4906
2013 Impact Factor: 0.953
2013 SCImago Journal Rankings: 1.301
 
DOIhttp://dx.doi.org/10.1016/j.esp.2004.02.002
 
ISI Accession Number IDWOS:000226534400002
 
ReferencesReferences in Scopus
 
DC FieldValue
dc.contributor.authorHyland, K
 
dc.contributor.authorTse, P
 
dc.date.accessioned2010-12-23T08:47:34Z
 
dc.date.available2010-12-23T08:47:34Z
 
dc.date.issued2005
 
dc.description.abstractThe linguistic resources used by academic writers to adopt a position and engage with readers, variously described as evaluation, stance and metadiscourse, have attracted increasing attention in the literature over the last 10 years and now form an important element of many ESP courses. A relatively overlooked interpersonal feature, however, is what we shall call 'evaluative that'. This is a structure which allows a writer to thematize attitudinal meanings and offer an explicit statement of evaluation by presenting a complement clause within a super-ordinate clause (as in We believe that this is an interesting construction ). In this paper, we explore the frequencies, forms and functions of evaluative that in two corpora of 465 abstracts from published research articles and masters and doctoral dissertations written by L2 students. Comparing student and published use of the structure across six disciplines, we find evaluative that is widely employed in these abstracts and is an important means of providing author comment and evaluation. We also show similarities and differences in how these groups used the structure by exploring what writers chose to evaluate, the stances they took, the source they attributed the stance to, and how they expressed their evaluations. © 2004 The American University. Published by Elsevier Ltd. All rights reserved.
 
dc.description.naturelink_to_subscribed_fulltext
 
dc.identifier.citationEnglish For Specific Purposes, 2005, v. 24 n. 2, p. 123-139 [How to Cite?]
DOI: http://dx.doi.org/10.1016/j.esp.2004.02.002
 
dc.identifier.citeulike6902964
 
dc.identifier.doihttp://dx.doi.org/10.1016/j.esp.2004.02.002
 
dc.identifier.epage139
 
dc.identifier.isiWOS:000226534400002
 
dc.identifier.issn0889-4906
2013 Impact Factor: 0.953
2013 SCImago Journal Rankings: 1.301
 
dc.identifier.issue2
 
dc.identifier.scopuseid_2-s2.0-11044235847
 
dc.identifier.spage123
 
dc.identifier.urihttp://hdl.handle.net/10722/130166
 
dc.identifier.volume24
 
dc.languageeng
 
dc.publisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/esp
 
dc.publisher.placeUnited Kingdom
 
dc.relation.ispartofEnglish for Specific Purposes
 
dc.relation.referencesReferences in Scopus
 
dc.titleHooking the reader: A corpus study of evaluative that in abstracts
 
dc.typeArticle
 
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Author Affiliations
  1. Chinese University of Hong Kong
  2. University of London, Institute of Education