Schooling, of course, introduces students to educational texts that convey rich cultural heritages and knowledge. But not everything our forebears tell us is the full or accurate truth, always ...applicable, always to be trusted. Nor is making of knowledge at an end. Authoritative words conflict with each other, have limits, and bear ideologies and interests. We and our students have to become wise critics and skeptics through critical analysis and argument. But we also then need to develop our own point of view, embodying our experiences, perspectives, needs, and interests. Writing education can foster finding our voices and elaborating our ideas and points of view. Yet another step is to share and cooperate with others as part of communal endeavors of extending knowledge, carrying out original research to gain new research, and participating in constantly evolving institutions and organizations. Writing education can help students work within genre and activity systems to make their unique contributions even as changing technology and social systems transform the skills needed for effective writing to develop thinking, feeling, and identities within our complex intertextual social world.
Es evidente que la escolarización comienza con la presentación a los estudiantes de textos académicos que transmiten ricas herencias y conocimientos culturales. Pero no todo lo que nuestros antepasados transmitieron consiste en la verdad última, precisa, aplicable o confiable en todos los casos. Tampoco el conocimiento es un fin en sí mismo. Las palabras con autoridad entran en conflicto entre sí, tienen límites y conllevan ideologías e intereses. Nosotros y nuestros estudiantes tenemos que convertirnos sabiamente en críticos y escépticos a través del análisis y de la argumentación crítica. Pero también necesitamos desarrollar nuestros propios puntos de vista, incorporando nuestras experiencias, perspectivas, necesidades e intereses. La educación en escritura puede fomentar la búsqueda de nuestras voces y la elaboración de nuestras ideas y puntos de vista. Incluso, un paso más adelante es compartir y cooperar con otros como parte de los esfuerzos comunitarios para ampliar el conocimiento, construir comunidad, participar en instituciones y organizaciones. La educación en escritura puede ayudar a los estudiantes a trabajar dentro de los sistemas de género y actividad para hacer sus contribuciones únicas desarrollando su pensamiento, sentimiento e identidad dentro de nuestro complejo mundo social intertextual.
El propósito de este artículo es proponer un nuevo concepto, interpersonalidad discursiva, como forma de flexibilizar el modelo del metadiscurso interpersonal (MI). Partimos de la probada validez del ...MI (Hyland, 2005a, 2005b) como marco de análisis de las relaciones interpersonales entre emisores y receptores en textos escritos y hablados. Nuestra argumentación se basa en nuestras investigaciones en diferentes géneros académicos y profesionales, con el foco en la interpersonalidad. Puesto que el MI está condicionado por diferentes variables contextuales, tal como sugieren diversos trabajos (Dahl, 2004; Sala, 2006; Yakhontova, 2006; Giannoni, 2007; Mapelli, 2008; Crismore y Abdollazadeh, 2010; Gotti, 2010; Lorés-Sanz 2011a; Ivorra Pérez, 2015, 2016; Suau-Jiménez, 2016; Mattiello, 2018; Turiman y otros, 2018; HerrandoRodrigo, 2019), este tendría que redefinirse o readaptarse para dar cuenta de nuevos marcadores y nuevas realizaciones léxico-gramaticales. Como resultado y de forma muy importante, se incluiría la proposicionalidad como rasgo teórico integrante de la interpersonalidad, que las definiciones tradicionales del MI no aceptan como tal. Por tanto, un nuevo concepto necesitaría ser acuñado, que incluyera estos nuevos aspectos esenciales. Partiendo de cómo ha sido definido el MI convencionalmente (Mauranen, 1993a, 1993 b; Hyland, 2005a, 2017), proponemos dos conceptos integradores: giro discursivo (Jaworski y Pritchard, 2005), no en su sentido general filosófico/ideológico sino centrándose en el discurso particular de cada texto como eje identitario o punto de partida para el análisis, e interpersonalidad (Lorés-Sanz y otros, 2010), como un concepto-paraguas más amplio que el MI. Así, una nueva perspectiva llamada interpersonalidad discursiva podría hacer posible investigaciones más satisfactorias en géneros, dominios y lenguas diversos. Palabras clave: metadiscurso interpersonal; géneros académicos; géneros profesionales y sociales; interpersonalidad discursiva. The purpose of this paper is to propose a new concept, discursive interpersonality, as a flexibilized model of interpersonal metadiscourse (IM). Departing from the proven validity of IM (Hyland, 2005a, 2005b) as a framework to analyse interpersonal relations between writers/speakers and readers/listeners, our argumentation is grounded on our research results, stemming from the study of different academic and professional genres. Since interpersonal metadiscourse is conditioned by contextual variables, such as genre, discipline, language and corpus, as an array of authors suggest (Dahl, 2004; Sala, 2006; Yakhontova, 2006; Giannoni, 2007; Mapelli, 2008; Crismore & Abdollazadeh, 2010; Gotti, 2010; Lorés-Sanz, 2011a; Ivorra Pérez, 2015, 2016; Suau-Jiménez, 2016; Mattiello, 2018; Turiman et al., 2018; Herrando- Rodrigo, 2019), IM would need to be redefined or readapted, including new markers, new lexico-grammatical realizations. As a result and very importantly, propositionality should be considered a theoretical central feature that contributes to interpersonal interactions but that traditional approaches of IM do not accept as such. So, a new, more encompassing concept needs to be coined that accounts for all these essential aspects. Assuming how interpersonal metadiscourse has been defined conventionally (Mauranen, 1993a, 1993b; Hyland, 2005a, 2017), we propose two integrative concepts: discursive turn (Jaworski & Pritchard, 2005), not in its philosophical sense but in one that sees discourse as an identity axis or departure point for analysis, and interpersonality (Lorés-Sanz et al., 2010), considered as an umbrella term broader than IM. Discursive interpersonality might thus open more satisfactory paths for further research in a variety of genres, domains and languages. Keywords: interpersonal metadiscourse; contextual variables; academic genres; professional and social genres; discursive interpersonality.
This study reports on two knowledge elements of stance and schematic structure in order to help novice students increase the efficacy of their writing in business communication. With this regard, ...Santos’ (2002) Business Letters of Negotiation Model and Hyland’s (2005b) Stance Model of Interaction were drawn upon. Sixty business emails written by native English speaking (NS) and Iranian students of Business Management Departments in universities were analyzed. Two raters explored the corpus for their moves/steps frequencies and a concordance software was used in order to explore stance markers frequencies. To investigate whether Iranian and NS writers are statistically different from each other, the findings of frequencies were submitted to one-variable Chi-square test. The results showed that NS and Iranian writers are not different from each other in their content staging while they are providing information/answers or negotiating. Running counter to moves 2 and 23, move 3 turned out to have different results; there was a significant difference between NS and Iranian writers in their request of information/action/favors. Results presented no significant difference between NS and Iranian writers in their employment of hedges and attitude markers of stance with regard to one-variable Chi-square test results. For boosters, Chi-square test detected a significant difference between the groups only in move 2. There was a significant difference, however, between NS and Iranian writers in their use of self-mention markers in moves 3 and 23. The results of this paper have both theoretical and pedagogical significance.
In order to shed further light on the writing of literature reviews in research-reporting texts and, in particular, writer stance in this type of text, this study examines the expression of ...criticality in the literature review that occurs in the Introduction sections of academic journal articles in two social science disciplines: applied linguistics and psychology. Using the social genre/cognitive genre model of the author to frame the investigation (Bruce, 2008a), the literature reviews that occur in the Introduction sections of 15 academic journal articles from each discipline are examined for ways in which they communicate a critical viewpoint. The findings show systematic use of three generic elements to establish this type of stance: recursive use of content-structuring moves, the metadiscourse device of attitude markers and a concessive contrast relation between propositions. There are differences between the two samples in the frequency of occurrence of the latter two elements. Overall, what emerges is that the expression of criticality through the literature reviews of these texts appears to draw upon the discourse competence and specifically the genre knowledge of expert writers.
•I examine the expression of criticality in research article literature reviews.•Criticality is expressed through moves, attitude markers and contrasting propositions.•The three elements appear to be used in combination to express criticality.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UL, UM, UPCLJ, UPUK
In this genre-based study I examined the discursive enactment of resistance to neoliberal ideology through the writing of Polly Toynbee in her regular commentary column in the Guardian newspaper. ...Using my social genre/cognitive genre model as the analytical framework (Bruce, 2008a), I examined a sample of 30 examples of Toynbee׳s column in terms of the knowledge elements of context, epistemology, writer stance, content structuring and cognitive genres (text types). I found that, Toynbee׳s challenge to neoliberalism is two-pronged, involving the use of key generic elements to communicate themes that broadly fall within the areas of critique of the neoliberal shrinking of the state and advocacy of policy alternatives to strengthen social democracy and help the disadvantaged. Concerned with the embedded nature of neoliberalism in the British national psyche, which is reinforced by the powerful media organs, Toynbee, through her column presents a forceful, vigorous challenge to this prevailing ideology, a challenge achieved through a complex, discourse-constructing task. That complexity is revealed by the genre analysis undertaken here.
•I investigated 30 example texts of a newspaper political commentary column.•I explore how the writer, Toynbee, critiqued the ideology of neoliberalism.•Her opposition encompassed two broad themes-the shrinking state and inequality.•Advocacy of social justice was another important theme.•A complex range of macro- and micro-level textual devices create the critique.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UL, UM, UPCLJ, UPUK
Research that has examined university assignment writing has varied from large-scale, inventorial surveys across disciplines to more specific, finer-grained analyses of the assignment requirements of ...specific disciplines. However, while such research has involved surveys of the views and expectations of faculty or the analysis of assignment tasks, less attention has been given to the written texts that are the outcomes of assignment tasks. Furthermore, previous studies have not tended to employ theories of text or discourse in systematic ways to account for the organisational and linguistic resources employed in assignment writing. In addressing these issues, this study examines the
essay as an assignment genre in the disciplines of sociology and English. For each discipline, a sample of ten extended student essays, taken from the
British Academic Written English (BAWE)
Corpus, is examined in terms of the dual approach to genre (social and cognitive) of
Bruce (2008a). Each essay text is subject to close analysis of the rhetorical purposes, discoursal and textual resources that it draws upon. The findings of the study indicate significant differences between the essay genre in the two disciplines in the complex variety of rhetorical purposes and associated textual resources that they draw upon.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UL, UM, UPCLJ, UPUK
The genre modelling and research presented in this chapter originate from the sub-branch of Applied Linguistics concerned with theorising and designing courses for the teaching of academic literacy ...skills. Specifically, a model previously employed in the analysis of academic genres 13– 18 is used here as a basis for examining the particular web genre of an online news article followed by postings of reader comments – termed here a participatory news article. The chapter first provides an overview of approaches to the categorisation of texts in terms of genres, referring to a number of landmark studies and publications and considering some of the key difficulties in establishing systematic and comprehensive models that are able to account for all of the types of knowledge that writers and readers draw upon in order to identify and ratify a text as belonging to a particular genre category.
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FIS, FZAB, GEOZS, GIS, IJS, IMTLJ, KILJ, KISLJ, MFDPS, NUK, OBVAL, OILJ, PNG, SAZU, SBCE, SBJE, SBMB, SBNM, UKNU, UL, UM, UPUK, VKSCE, ZAGLJ
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