Hooking the Reader: A Corpus Study of Evaluative "that" in Abstracts

Autor/inn/en	Hyland, Ken; Tse, Polly
Titel	Hooking the Reader: A Corpus Study of Evaluative "that" in Abstracts
Quelle	In: English for Specific Purposes, 24 (2005) 2, S.123-139 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0889-4906
DOI	10.1016/j.esp.2004.02.002
Schlagwörter	Evaluation; Syntax; Academic Discourse; English for Special Purposes; Discourse Analysis; Journal Articles; Documentation; Word Frequency; Doctoral Dissertations; Masters Theses; Students; Second Language Learning; Intellectual Disciplines + Suchen Sie Ihr Suchwort? Evaluierung; Discourse; Diskurs; Diskursanalyse; Journal article; Zeitschriftenaufsatz; Dokumentation; Word analysis; Frequency; Wortanalyse; Häufigkeit; Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; Student; Schüler; Schülerin; Studentin; Zweitsprachenerwerb; Geisteswissenschaften
Abstract	The linguistic resources used by academic writers to adopt a position and engage with readers, variously described as "evaluation," "stance" and "metadiscourse," have attracted increasing attention in the literature over the last 10 years and now form an important element of many ESP courses. A relatively overlooked interpersonal feature, however, is what we shall call "evaluative that." This is a structure which allows a writer to thematize attitudinal meanings and offer an explicit statement of evaluation by presenting a complement clause within a super-ordinate clause (as in "We believe that this is an interesting construction"). In this paper, we explore the frequencies, forms and functions of evaluative "that" in two corpora of 465 abstracts from published research articles and masters and doctoral dissertations written by L2 students. Comparing student and published use of the structure across six disciplines, we find evaluative "that" is widely employed in these abstracts and is an important means of providing author comment and evaluation. We also show similarities and differences in how these groups used the structure by exploring what writers chose to evaluate, the stances they took, the source they attributed the stance to, and how they expressed their evaluations. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10