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Article: Academic attribution: Citation and the construction of disciplinary knowledge
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TitleAcademic attribution: Citation and the construction of disciplinary knowledge
 
AuthorsHyland, K
 
Issue Date1999
 
PublisherOxford University Press. The Journal's web site is located at http://applij.oxfordjournals.org/
 
CitationApplied 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.
 
ISSN0142-6001
2013 Impact Factor: 1.833
 
ReferencesReferences in Scopus
 
DC FieldValue
dc.contributor.authorHyland, K
 
dc.date.accessioned2010-12-23T08:47:37Z
 
dc.date.available2010-12-23T08:47:37Z
 
dc.date.issued1999
 
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.
 
dc.description.naturelink_to_subscribed_fulltext
 
dc.identifier.citationApplied Linguistics, 1999, v. 20 n. 3, p. 341-367 [How to Cite?]
 
dc.identifier.epage367
 
dc.identifier.issn0142-6001
2013 Impact Factor: 1.833
 
dc.identifier.issue3
 
dc.identifier.scopuseid_2-s2.0-0033192378
 
dc.identifier.spage341
 
dc.identifier.urihttp://hdl.handle.net/10722/130181
 
dc.identifier.volume20
 
dc.languageeng
 
dc.publisherOxford University Press. The Journal's web site is located at http://applij.oxfordjournals.org/
 
dc.publisher.placeUnited Kingdom
 
dc.relation.ispartofApplied Linguistics
 
dc.relation.referencesReferences in Scopus
 
dc.titleAcademic attribution: Citation and the construction of disciplinary knowledge
 
dc.typeArticle
 
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