Analysis of Interactive metadiscourse markers in chemistry engineering research articles

چکیده مقاله

Metadiscourse is a field of inquiry which is believed to play a vital role in organizing and producing persuasive writing, based on the norms and expectations of people involved. It is based on a view of writing as a social engagement. Recent trends in the study of written texts reflect a growing interest in interaction between readers and writers. Several studies have studied metadiscourse from the contrastive perspectives; there is a lack of experimental work on this topic. Corpus-based genre analysis studies not only describe the lexico-grammatical, discoursal and rhetorical features of academic writing in various disciplines but also reveal how these features change over time. In this respect, findings obtained through academic genre research potentially generate new pedagogical proposals or at least lead to a critical review of current practices in EAP writing programs. This study reports a comparative study of interactive metadiscourse markers in quantitative and qualitative research articles in chemistry engineering to shed some light on the ways academic writers deploy these resources in a high stakes research genre to persuade readers in their own discourse community. Drawing on Hyland s metadiscourse framework, the study examined the use of five types of interactive metadiscourse, together with their subtypes, in a corpus of 120 research articles. The analysis suggested how academic writers use language to offer a credible representation of their work in different fields, and thus how metadiscourse can be seen as a means of uncovering something of the rhetorical and social distinctiveness of disciplinary communities. This study presents an overview of the findings in current research focusing on rhetorical aspects of academic writing and discusses the implications of these findings for EAP writing pedagogies. The findings are attributable to the knowledge-knower structures characteristic of the disciplines and the epistemologies underlying the research paradigms.

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