Applying a Gloss: Exemplifying and Reformulating in Academic Discourse

Autor/in	Hyland, Ken
Titel	Applying a Gloss: Exemplifying and Reformulating in Academic Discourse
Quelle	In: Applied Linguistics, 28 (2007) 2, S.266-285 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-6001
DOI	10.1093/applin/amm011
Schlagwörter	Academic Discourse; Applied Linguistics; Rhetoric; Language Processing; Computational Linguistics; Writing (Composition); Authors; Audience Awareness + Suchen Sie Ihr Suchwort? Discourse; Diskurs; Linguistics; Linguistik; Angewandte Linguistik; Rhetorik; Sprachverarbeitung; Computerlinguistik; Schreibübung; Author; Autor; Autorin
Abstract	A great deal of research has now established that written texts embody interactions between writers and readers, but few studies have examined the ways that small acts of reformulation and exemplification help contribute to this. Abstraction, theorisation and interpretation need to be woven into a text which makes sense to a particular community of readers, and this invariably involves frequent reworkings and exemplifications as writers assess the processing needs, knowledge and rhetorical expectations of their readers to present and then interpret ideas as they write. Known as "code glosses" in the metadiscourse literature, these elaborations help to contribute to the creation of coherent, reader-friendly prose while conveying the writer's audience-sensitivity and relationship to the message. Drawing on a large corpus of research articles, I explore how professional academic writers monitor their texts for readers in this way to restate information or provide examples as they construct their arguments. Analysis of the corpus reveals that elaboration is a complex and important rhetorical function in academic writing, and that both its use and meanings vary according to discipline. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10