A Study of the CP-Based Model of Metadiscourse Marking across Disciplines and Q1-4 Journals

Autor/inn/en	Abdi, Reza; Saeedakhtar, Afsaneh; Teymouri, Simin
Titel	A Study of the CP-Based Model of Metadiscourse Marking across Disciplines and Q1-4 Journals
Quelle	In: Language Teaching Research Quarterly, 24 (2021), S.86-104 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2667-6753
Schlagwörter	Journal Articles; Academic Language; Intellectual Disciplines; Audience Awareness; Rhetoric; Connected Discourse; Philosophy; Biology; Language Usage + Suchen Sie Ihr Suchwort? Journal article; Zeitschriftenaufsatz; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Geisteswissenschaften; Rhetorik; Philosophie; Biologie; Sprachgebrauch
Abstract	Writing for social engagement in an academic context indicates the authors' attitude towards the propositional content and the text's audience through metadiscursive maxims markers employment. This study tried to determine whether there are any differences in metadiscourse marking in research articles across different disciplines and different quartile ranks. To this end, Abdi's (2010) CP-based model of metadiscourse marking was used to study how writers use metadiscursive maxims markers to see any differences in metadiscourse maxims marking in their writings. To this end, we selected 193 research articles from recently published journals (2018-2020) and balanced them based on size. Then, we carefully went through them and extracted maxims markers manually. The results showed that the cooperation categories of quality, quantity, manner, and interaction were widely used among philosophy writers, which can help understand, study, and teach this critical area of language use. This empirical study of academic writing helps us attend to hidden rhetorical features and strengthen interpretation. (As Provided).
Anmerkungen	European Knowledge Development (EUROKD). e-mail: editorial@eurokd.com; Web site: https://www.eurokd.com/journal/jd/1
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01