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Exploring the interactive and interactional metadiscourse in doctoral dissertation writing: a diachronic study
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In: Test Series for Scopus Harvesting 2021 (2021)
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Abstract:
This study explores the diachronic evolution of doctoral dissertation writing in terms of interactive and interactional metadiscourse at three time intervals of 1966, 1986, and 2016 through examining the salient textual features and the pattern of change involved in the metadiscourse in question. One hundred and eighty authentic doctoral dissertations were retrieved from humanities and social sciences (HSS) and sciences and engineering (SE) which generated a 5.16 million words corpus. Findings show that metadiscourse has considerably increased for SE and drastically decreased for HSS. Therefore, it is claimed that academic writing tends to be moving toward more objective and audience responsible texts in HSS and less objective and more author responsible texts in SE. This suggests that the former is inclined to get less persuasive and reader-oriented while the latter appears to be more persuasive and reader-friendly. Based on the findings, a theoretical model of academic writing evolution is proposed which focuses on three writing aspects, namely, informality and subjectivity, reader-orientedness and persuasiveness in the hope of offering implications for better understanding and constructing academic writing across disciplines.
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Keyword:
Academic writing; Diachronic change; Doctoral dissertation; Interactive and interactional metadiscourse
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URL: https://doi.org/10.1007/s11192-021-04064-0
https://ro.uow.edu.au/test2021/1913
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| 2 |
A genre-based exploration of intertextuality and interdiscursivity in advertorial discourse
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In: Test Series for Scopus Harvesting 2021 (2021)
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| 3 |
Technology enhanced learning environments in higher education: A cross-discipline study on teacher and student perceptions
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In: Journal of University Teaching & Learning Practice (2021)
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| 4 |
Technology enhanced learning environments in higher education : a cross-discipline study on teacher and student perceptions
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| 5 |
Constraints preventing Chinese EFL teachers from putting their stated beliefs into teaching practice
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In: Faculty of Law, Humanities and the Arts - Papers (2018)
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| 6 |
The Role of Input and Interaction in the Acquisition of Chinese as a Second Language
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In: Faculty of Law, Humanities and the Arts - Papers (2018)
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| 7 |
Chinese as a foreign language: cultural components in an Australian classroom
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In: Faculty of Law, Humanities and the Arts - Papers (2017)
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| 8 |
Development of pragmatic competence: Compliment responses by L2 learners of Chinese
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In: Faculty of Law, Humanities and the Arts - Papers (2017)
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| 10 |
The interface of linguistic difficulty and task type on the use of the Chinese ba construction by L2 learners
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In: Faculty of Law, Humanities and the Arts - Papers (2014)
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| 11 |
Source s of inter-learner variation in the ba construction
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In: Faculty of Arts - Papers (Archive) (2011)
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| 12 |
Variation in the ba construction in the interlanguage of L2 Chinese
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| 13 |
A review of research methods of Chinese ba construction in Second Language Acquisition
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In: Faculty of Arts - Papers (Archive) (2007)
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| 14 |
A review of research methods of the Chinese ba construction in second language acquisition
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In: Faculty of Arts - Papers (Archive) (2007)
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| 15 |
The Acquisition Order of the Chinese ba Construction by New Zealand L2 Learners
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In: Faculty of Arts - Papers (Archive) (2006)
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