Expressing beliefs and ways of knowing: A diachronic perspective on the meta-discourse of evaluation in English Academic Writing

    Aktivitet: Foredrag og mundtlige bidragKonferenceoplæg


    An academic education encompasses acquiring disciplinary knowledge of a field through such critical thinking skills as analysis, synthesis and reflection, as well as sophisticated literacy skills, such as text comprehension and production, for knowledge acquisition and dissemination. For many educations, an effective and appropriate level of competence in writing Academic English is also expected. Demonstrating proficiency and fluency includes, among other things, mastering rhetorical features for evaluating knowledge content. These ‘meta-discourse’ markers (Hyland 2004, 2010) may include single words, such as the adverbial “evidently” (Silver 2003) but also more complex lexico-syntactical constructions (Teufel 1998, Lewin 2005).
    Most research within the scope of English for Academic Purposes focuses on contemporary academic writing across different fields shaping disciplinary boundaries. This research provides significant analyses of specific genres of academic discourse, providing a valuable insight for learners regarding the practice of science and scholarship in their field and its specific language patterns (Hyland and Hamp-Lyons 2002).
    In my paper, I provide a diachronic perspective on ‘meta-discourse’ markers, (See also Taavitsainen and Pahta 1997), yet for the additional aim of understanding the reasoning behind “scholar’s knowledge”, specifically their basis of belief. The diachronic dimension to be analyzed is the development of ‘meta-discourse’ from scholasticism to empiricism in the seventeenth century (Rogers 1985) and the emergence of post-positivism in relation to positivism beginning in the 1970s (Ryan 2006). The analysis will be based on texts from the world’s first scientific journal Philosophical Transactions beginning in 1665 published by ‘The Royal Society’, as well as the quantitative journal Social Science Research and the qualitative journal Qualitative Sociology.
    Additionally, I have pedagogical aims. Providing students with opportunities to examine the development of language in relation to different approaches to science and scholarship may contribute to enhancing an awareness of their own epistemological positions when writing academic papers.
    Periode15. mar. 201817. mar. 2018
    Begivenhedstitel39th International GERAS Conference: Diachronic dimensions of specialized varieties of English
    PlaceringMons, BelgienVis på kort
    Grad af anerkendelseInternational