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Article: Writing with attitude: Stance expression in learner and professional dentistry research reports

TitleWriting with attitude: Stance expression in learner and professional dentistry research reports
Authors
KeywordsContrastive Interlanguage Analysis
Dentistry
English for specific purposes
Learner corpus
Stance
Issue Date2017
PublisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/esp
Citation
English for Specific Purposes, 2017, v. 46, p. 107-123 How to Cite?
AbstractMedical students often lack key skills in academic writing, yet good academic writing is often a pre-requisite for employment, promotion and enculturation into the profession. This article focuses on the rhetorical strategies used for the presentation of academic stance by student writers of dentistry research reports. Adopting a contrastive, corpus-based approach, we compare student writing with that of comparable professionally-written research reports for evidence of hedging, boosting, self-mention and attitude markers. Our findings indicate that professional reports exhibit a narrower set of linguistic devices than used by student writers, who tend to use a much wider range of the four stance feature types analysed for discussion of both others’ and their own personal stance, both across whole texts and by section. We discuss pedagogical implications for ESP professionals working to more closely align student writing with that of professional norms.
Persistent Identifierhttp://hdl.handle.net/10722/238810
ISSN
2023 Impact Factor: 3.2
2023 SCImago Journal Rankings: 1.204
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorCrosthwaite, PR-
dc.contributor.authorCheung, LML-
dc.contributor.authorJiang, F-
dc.date.accessioned2017-02-20T01:26:18Z-
dc.date.available2017-02-20T01:26:18Z-
dc.date.issued2017-
dc.identifier.citationEnglish for Specific Purposes, 2017, v. 46, p. 107-123-
dc.identifier.issn0889-4906-
dc.identifier.urihttp://hdl.handle.net/10722/238810-
dc.description.abstractMedical students often lack key skills in academic writing, yet good academic writing is often a pre-requisite for employment, promotion and enculturation into the profession. This article focuses on the rhetorical strategies used for the presentation of academic stance by student writers of dentistry research reports. Adopting a contrastive, corpus-based approach, we compare student writing with that of comparable professionally-written research reports for evidence of hedging, boosting, self-mention and attitude markers. Our findings indicate that professional reports exhibit a narrower set of linguistic devices than used by student writers, who tend to use a much wider range of the four stance feature types analysed for discussion of both others’ and their own personal stance, both across whole texts and by section. We discuss pedagogical implications for ESP professionals working to more closely align student writing with that of professional norms.-
dc.languageeng-
dc.publisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/esp-
dc.relation.ispartofEnglish for Specific Purposes-
dc.rightsThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.-
dc.subjectContrastive Interlanguage Analysis-
dc.subjectDentistry-
dc.subjectEnglish for specific purposes-
dc.subjectLearner corpus-
dc.subjectStance-
dc.titleWriting with attitude: Stance expression in learner and professional dentistry research reports-
dc.typeArticle-
dc.identifier.emailCrosthwaite, PR: drprc80@hku.hk-
dc.identifier.emailCheung, LML: lisa@hku.hk-
dc.identifier.authorityCrosthwaite, PR=rp01961-
dc.identifier.authorityCheung, LML=rp01437-
dc.description.naturepostprint-
dc.identifier.doi10.1016/j.esp.2017.02.001-
dc.identifier.scopuseid_2-s2.0-85014211050-
dc.identifier.hkuros271294-
dc.identifier.volume46-
dc.identifier.spage107-
dc.identifier.epage123-
dc.identifier.isiWOS:000398873000008-
dc.publisher.placeUnited Kingdom-
dc.identifier.issnl0889-4906-

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