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Book Chapter: Dialogue, community and persuasion in research writing

TitleDialogue, community and persuasion in research writing
Authors
Issue Date2014
PublisherJohn Benjamins Publishing Company
Citation
Dialogue, community and persuasion in research writing. In Gil-Salom, L & Soler-Monreal, C (Eds.), Dialogicity in Written Specialised Genres, p. 1-20. Amsterdam: John Benjamins Publishing Company, 2014 How to Cite?
AbstractThe expression of personal opinions and assessments is a ubiquitous feature of human interaction and, despite its apparently impersonal facade, also central to academic writing. In scholarly genres argument involves presenting a position on things that matter to a discipline in ways that disciplinary members are likely to find familiar and persuasive. Beneath its frozen surface, an academic text is seeking to build an appropriate relationship between the writer and the reader by anticipating the audience’s likely interests, knowledge, reactions and processing needs. We can, then, see academic writing as essentially dialogic as writers seek to engage and persuade their readers. In this introductory chapter I explore some of the ways that this is achieved. Based on an analysis of 240 published research papers I show how features of stance and engagement, such as hedges, self-mention, directives and reader pronouns, are not simply dry textualisations but elements of persuasive craftsmanship which help construct a disciplinary view of the world while simultaneously negotiating a credible persona for writers.
Persistent Identifierhttp://hdl.handle.net/10722/215828
ISBN

 

DC FieldValueLanguage
dc.contributor.authorHyland, KL-
dc.date.accessioned2015-08-21T13:40:59Z-
dc.date.available2015-08-21T13:40:59Z-
dc.date.issued2014-
dc.identifier.citationDialogue, community and persuasion in research writing. In Gil-Salom, L & Soler-Monreal, C (Eds.), Dialogicity in Written Specialised Genres, p. 1-20. Amsterdam: John Benjamins Publishing Company, 2014-
dc.identifier.isbn9789027210401-
dc.identifier.urihttp://hdl.handle.net/10722/215828-
dc.description.abstractThe expression of personal opinions and assessments is a ubiquitous feature of human interaction and, despite its apparently impersonal facade, also central to academic writing. In scholarly genres argument involves presenting a position on things that matter to a discipline in ways that disciplinary members are likely to find familiar and persuasive. Beneath its frozen surface, an academic text is seeking to build an appropriate relationship between the writer and the reader by anticipating the audience’s likely interests, knowledge, reactions and processing needs. We can, then, see academic writing as essentially dialogic as writers seek to engage and persuade their readers. In this introductory chapter I explore some of the ways that this is achieved. Based on an analysis of 240 published research papers I show how features of stance and engagement, such as hedges, self-mention, directives and reader pronouns, are not simply dry textualisations but elements of persuasive craftsmanship which help construct a disciplinary view of the world while simultaneously negotiating a credible persona for writers.-
dc.languageeng-
dc.publisherJohn Benjamins Publishing Company-
dc.relation.ispartofDialogicity in Written Specialised Genres-
dc.titleDialogue, community and persuasion in research writing-
dc.typeBook_Chapter-
dc.identifier.emailHyland, KL: khyland@hku.hk-
dc.identifier.authorityHyland, KL=rp01133-
dc.identifier.doi10.1075/ds.23.02hyl-
dc.identifier.hkuros248999-
dc.identifier.spage1-
dc.identifier.epage20-
dc.publisher.placeAmsterdam-

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