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Fostering student engagement with feedback: an integrated approach
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Responding to supervisory feedback: Mediated positioning in thesis writing
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Stance in academic blogs and three-minute theses
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Abstract:
This paper reports a cross-genre study of how academics show authorial stance in two increasingly popular but underexplored academic genres: academic blogs and Three Minute Thesis (3MT) presentations. Based on a corpus of 75 academic blogs and 75 3MT talks from social sciences, we explore how academics represent themselves and their research to non-specialist audiences in two very different contexts. We found that the 3MT presenters used more stance resources and took stronger positions, largely by indicating certainty and creating a more visible authorial presence. Academic bloggers, on the other hand, preferred to downplay their commitment and highlight affect. The variations are explained in terms of mode and context, especially the time-constrained and face-to-face competitive nature of the spoken genre and the potential for critical feedback in the blogs. The findings demonstrate the salience of stance in the two genres and role of context in academic communication. It has important implications for scholars who are seeking to take their work to new audiences in perhaps unfamiliar genres
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URL: https://ueaeprints.uea.ac.uk/id/eprint/83244/1/Stance_in_blogs_and_3MTs_PURE.pdf https://ueaeprints.uea.ac.uk/id/eprint/83244/ https://doi.org/10.1111/ijal.12411
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“The goal of this analysis …”: Changing patterns of metadiscursive nouns in disciplinary writing.
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International publishing as a networked activity: Collegial support for Chinese scientists
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A tale of two genres: Engaging audiences in academic blogs and three-minute thesis presentations
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Academic naming: Changing patterns of noun use in research writing
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The Covid infodemic: Competition and the hyping of virus research
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“I believe the findings are fascinating”: stance in Three-Minute Theses
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Elements of doctoral apprenticeship: community feedback and the acquisition of writing expertise
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“There are significant differences…”: the secret life of existential there in academic writing
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The communication of expertise: changes in academic writing
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