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Article: Academic attribution: Citation and the construction of disciplinary knowledge

TitleAcademic attribution: Citation and the construction of disciplinary knowledge
Authors
Issue Date1999
PublisherOxford University Press. The Journal's web site is located at http://applij.oxfordjournals.org/
Citation
Applied Linguistics, 1999, v. 20 n. 3, p. 341-367 How to Cite?
AbstractIn this paper I explore the ways in which academic citation practices contribute to the construction of disciplinary knowledge. Based on the analysis of a computer corpus of 80 research articles and interviews with experienced writers, the study investigates the contextual variability of citations in eight disciplines and suggests how textual conventions point to distinctions in the ways knowledge is typically negotiated and confirmed within different academic communities. Clear disciplinary differences are identified in both the extent to which writers refer to the work of others and in how they depict the reported information. Writers in the humanities and social sciences employed substantially more citations than scientists and engineers, and were more likely to use integral structures, to employ discourse reporting verbs, and to represent cited authors as adopting a stance to their material. It is argued that these differences in citation practices are related to the fact that academics actively participate in knowledge construction as members of professional groups and that their discoursal decisions are influenced by, and deeply embedded in, the epistemological and social conventions of their disciplines.
Persistent Identifierhttp://hdl.handle.net/10722/130181
ISSN
2014 Impact Factor: 1.453
2014 SCImago Journal Rankings: 1.079
References

 

DC FieldValueLanguage
dc.contributor.authorHyland, Ken_HK
dc.date.accessioned2010-12-23T08:47:37Z-
dc.date.available2010-12-23T08:47:37Z-
dc.date.issued1999en_HK
dc.identifier.citationApplied Linguistics, 1999, v. 20 n. 3, p. 341-367en_HK
dc.identifier.issn0142-6001en_HK
dc.identifier.urihttp://hdl.handle.net/10722/130181-
dc.description.abstractIn this paper I explore the ways in which academic citation practices contribute to the construction of disciplinary knowledge. Based on the analysis of a computer corpus of 80 research articles and interviews with experienced writers, the study investigates the contextual variability of citations in eight disciplines and suggests how textual conventions point to distinctions in the ways knowledge is typically negotiated and confirmed within different academic communities. Clear disciplinary differences are identified in both the extent to which writers refer to the work of others and in how they depict the reported information. Writers in the humanities and social sciences employed substantially more citations than scientists and engineers, and were more likely to use integral structures, to employ discourse reporting verbs, and to represent cited authors as adopting a stance to their material. It is argued that these differences in citation practices are related to the fact that academics actively participate in knowledge construction as members of professional groups and that their discoursal decisions are influenced by, and deeply embedded in, the epistemological and social conventions of their disciplines.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.titleAcademic attribution: Citation and the construction of disciplinary knowledgeen_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-s2.0-0033192378en_HK
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-0033192378&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume20en_HK
dc.identifier.issue3en_HK
dc.identifier.spage341en_HK
dc.identifier.epage367en_HK
dc.publisher.placeUnited Kingdomen_HK

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