Systematising serendipity; Proposals for large-corpora concordancing with language learners. Rethinking language pedagogy from a corpus perspective.
Taking an assertive stance toward research being reviewed or reported is a challenging Engagement system task for second language writers.
This article illustrates how a systemic functional linguistics analysis can identify and render explicit to second language writers some ways published authors create textures of expanding or contracting options as research is presented, reviewed, and evaluated.
Introduction One of the demands of reporting research results that challenges second language L2 writers is representing their perspectives on a topic while engaging in assessment of the research that has already been reported in that area.
Such approaches are inadequate in preparing writers to achieve the nuanced presentation of their views in relation to others that is needed to establish a research space and situate oneself within that space.
This study highlights linguistic resources that can be explicitly linked with the functional moves that they enable and construct, and suggests approaches to presenting these resources to students and enabling them to take them up through practice and application.
Changmjschlep umich. In either case, the author can choose from a range of possible ways of entertaining or closing down options. Our focus here is on elucidating some ways of presenting a stance in linguistic resources related to the rhetorical moves they enable.
This analysis has been incorporated into a pedagogical tool that offers writers explicit scaffolding during the process of writing; initial studies of their engagement with this tool demonstrates that it helps novice L2 research writers cultivate awareness of potential linguistic and discursive strategies that can be used to project an argument as they introduce their research Chang, This is true for novice L2 research writers even at post-graduate pursuits.
Generally, the tendency to present an inappropriately subjective persona is a characteristic of both L2 and L1 student writers. Hood argues that student writers are challenged in carrying through a consistent evaluative stance using appropriate linguistic choices.
These writers are often found to fail in picking up and reinforcing values they have previously introduced as they develop their texts, or to use discordant values that weaken their arguments.
This can result in presentation of a static or inconsistent perspective, whereas experienced writers are able to deliver a more dynamic and focused perspective by using multiple instances of interpersonal resources that accumulate and resonate with one another as the text unfolds Chang, Research in EAP has argued for the need to shift attention to discursive practice when advanced academic writing instruction is involved e.
An area of discursive practice in writing that has been much-researched is the introduction to a research article, and a key contributor to our understanding of the discourse structure of introductions to research is Swales ;who pointed out that introductions are always marked with an evaluative authorial voice.
Swales notes that authorial comment is more frequent in the Introduction and Discussion sections than in other parts of a research paper i. However, the rhetorical moves and steps described by Swales offer only a general orientation to or guidelines for writing an introduction.
This study describes the co-articulation of meaning-making resources that construe different patterns in presenting an effective research introduction and suggests ways of presenting these resources explicitly to novice L2 research writers to support the demands of their advanced academic research writing.
We draw on the theo- retical framework of Systemic Functional Linguistics SFL to identify a repertoire of linguistic resources that enable the rhetorical moves presented in various patterns. This framework is a potentially powerful tool in academic writing instruction in two aspects: The Engagement system therefore focuses on the deployment of voice and stance.
It deals with how author-writers project themselves, incorporate and manage different voices or sources of voices in the form of monogloss or heterogloss. A focus on the key linguistic resources that enable such positioning and assertive argu- mentation can help L2 writers recognize how to control the language that enables them to negotiate this challenging textual territory.
The main focus here, however, is on the construal of heterogloss, and the Engagement framework suggests that hetero- gloss statements can be categorized as either Expanding or Contracting.
In this paper we show how the Engagement framework can be used to reveal the linguistic resources that enable authors to present a stance toward the research they are reviewing and presenting, making these resources explicit in ways that can inform novice L2 research writers about how to develop and present an argument about the positioning of their research.Taking an effective authorial stance in academic writing: Inductive learning for second language writers using a stance corpus.
Taking an effective authorial stance in academic writing: Inductive learning for second language writers using a stance corpus. Taking an effective authorial stance in academic writing: In¬ductive learning for second language writers using a stance corpus (Unpub¬lished doctoral dissertation).
University of Michigan, Ann Arbor. Keywords: textlinguistics, advanced academic writing, authorial stance-taking, specialized corpus, rhetorical moves, Systemic Functional Linguistics 1 Introduction Presenting a persuasive authorial stance is a major challenge for second language (L2) writers in writing academic research.
Taking an effective authorial stance in academic writing: Inductive learning for second language writers using a stance corpus. Unpublished Ph.D.
dissertation, University of Michigan, Ann Arbor. Available from Dissertation and Theses database. Abstract. The study focuses on a pedagogical proposal using a specialized corpus to assist advanced second language (L2) writers to tackle a critical aspect in .