2 |
Fostering student engagement with feedback: an integrated approach
|
|
|
|
BASE
|
|
Show details
|
|
5 |
Responding to supervisory feedback: Mediated positioning in thesis writing
|
|
|
|
BASE
|
|
Show details
|
|
10 |
“The goal of this analysis …”: Changing patterns of metadiscursive nouns in disciplinary writing.
|
|
|
|
BASE
|
|
Show details
|
|
11 |
International publishing as a networked activity: Collegial support for Chinese scientists
|
|
|
|
BASE
|
|
Show details
|
|
12 |
A tale of two genres: Engaging audiences in academic blogs and three-minute thesis presentations
|
|
|
|
BASE
|
|
Show details
|
|
14 |
Academic naming: Changing patterns of noun use in research writing
|
|
|
|
BASE
|
|
Show details
|
|
15 |
The Covid infodemic: Competition and the hyping of virus research
|
|
|
|
Abstract:
Covid-19, the greatest global health crisis for a century, brought a new immediacy and urgency to international bio-medical research. The pandemic generated intense competition to produce a vaccine and contain the virus, creating what the World Health Organization referred to as an ‘infodemic’ of published output. In this frantic atmosphere, researchers were keen to get their research noticed. In this paper, we explore whether this enthusiasm influenced the rhetorical presentation of research and encouraged scientists to “sell” their studies. Examining a corpus of the most highly cited SCI articles on the virus published in the first seven months of 2020, we explore authors’ use of hyperbolic and promotional language to boost aspects of their research. Our results show a significant increase in hype to stress certainty, contribution, novelty and potential, especially regarding research methods, outcomes and primacy. Our study sheds light on scientific persuasion at a time of intense social anxiety.
|
|
URL: https://doi.org/10.1075/ijcl.20160.hyl https://ueaeprints.uea.ac.uk/id/eprint/79714/ https://ueaeprints.uea.ac.uk/id/eprint/79714/1/Hyland_Jiang_Covid_hype_copy_edited_KH.pdf
|
|
BASE
|
|
Hide details
|
|
17 |
“I believe the findings are fascinating”: stance in Three-Minute Theses
|
|
|
|
BASE
|
|
Show details
|
|
18 |
Elements of doctoral apprenticeship: community feedback and the acquisition of writing expertise
|
|
|
|
BASE
|
|
Show details
|
|
19 |
“There are significant differences…”: the secret life of existential there in academic writing
|
|
|
|
BASE
|
|
Show details
|
|
20 |
The communication of expertise: changes in academic writing
|
|
|
|
BASE
|
|
Show details
|
|
|
|