Stance and Voice in Written Academic Genres Also by Ken Hyland ACADEMIC DISCOURSE

Home , Carmen up to Data, Ken Hyland

DISCIPLINARY DISCOURSES: Social Interactions in Academic Writing

DISCIPLINARY IDENTITIES

ENGLISH FOR ACADEMIC PURPOSES: An Advanced Resource Book

GENRE AND SECOND LANGUAGE WRITERS

HEDGING IN SCIENTIFIC RESEARCH ARTICLES

METADISCOURSE

SECOND LANGUAGE WRITING

TEACHING AND RESEARCHING WRITING Stance and Voice in Written Academic Genres

Edited by Ken Hyland University of Hong Kong, Hong Kong and Carmen Sancho Guinda Polytechnic University of Madrid, Spain Selection and editorial content © Ken Hyland and Carmen Sancho Guinda 2012 Individual chapters © the contributors 2012 Softcover reprint of the hardcover 1st edition 2012 978-0-230-30283-9 All rights reserved. No reproduction, copy or transmission of this publication may be made without written permission. No portion of this publication may be reproduced, copied or transmitted save with written permission or in accordance with the provisions of the Copyright, Designs and Patents Act 1988, or under the terms of any licence permitting limited copying issued by the Copyright Licensing Agency, Saffron House, 6–10 Kirby Street, London EC1N 8TS. Any person who does any unauthorized act in relation to this publication may be liable to criminal prosecution and civil claims for damages. The authors have asserted their rights to be identified as the authors of this work in accordance with the Copyright, Designs and Patents Act 1988. First published 2012 by PALGRAVE MACMILLAN Palgrave Macmillan in the UK is an imprint of Macmillan Publishers Limited, registered in England, company number 785998, of Houndmills, Basingstoke, Hampshire RG21 6XS. Palgrave Macmillan in the US is a division of St Martin’s Press LLC, 175 Fifth Avenue, New York, NY 10010. Palgrave Macmillan is the global academic imprint of the above companies and has companies and representatives throughout the world. Palgrave® and Macmillan® are registered trademarks in the United States, the United Kingdom, Europe and other countries. ISBN 978-1-349-33788-0 ISBN 978-1-137-03082-5 (eBook) DOI 10.1057/9781137030825 This book is printed on paper suitable for recycling and made from fully managed and sustained forest sources. Logging, pulping and manufacturing processes are expected to conform to the environmental regulations of the country of origin. A catalogue record for this book is available from the British Library. A catalog record for this book is available from the Library of Congress. 10 9 8 7 6 5 4 3 2 1 21 20 19 18 17 16 15 14 13 12 We dedicate this book to our colleague and friend Richard Pemberton – his brave voice is an inspiration. And to all those whose voices were or are silenced for expressing their stance This page intentionally left blank Contents

List of Tables ix List of Figures x Acknowledgements xi Notes on the Contributors xii

1 Introduction: a Context-Sensitive Approach to Stance and Voice 1 Carmen Sancho Guinda and Ken Hyland

Part I Contemporary Views of Stance and Voice 2 Current Conceptions of Stance 15 Bethany Gray and Douglas Biber 3 Current Conceptions of Voice 34 Christine M. Tardy

Part II Stance and Voice in Professional Genres

4 Voice and Stance as APPRAISAL: Persuading and Positioning in Research Writing across Intellectual Fields 51 Susan Hood 5 Stance in Academic Bios 69 Polly Tse 6 Hedging, Stance and Voice in Medical Research Articles 85 Alan G. Gross and Paula Chesley 7 Voice in Textbooks: between Exposition and Argument 101 Marina Bondi

Part III Stance and Voice in Student Genres 8 Achieving a Voice of Authority in PhD Theses 119 Paul Thompson 9 Undergraduate Understandings: Stance and Voice in Final Year Reports 134 Ken Hyland

vii viii Contents

10 Voice in Student Essays 151 Paul Kei Matsuda and Jill V. Jeffery 11 Proximal Positioning in Students’ Graph Commentaries 166 Carmen Sancho Guinda

Part IV Variation of Stance and Voice in Academic Discourse 12 Stance and Voice in Academic Discourse across Channels 187 Ann Hewings 13 Voice and Stance across Disciplines in Academic Discourse 202 Marc Silver 14 Variation of Stance and Voice across Cultures 218 Kjersti Fløttum 15 The Voice of Scholarly Dispute in Medical Book Reviews, 1890–2010 232 Françoise Salager-Meyer, María Ángeles Alcaraz Ariza and Marianela Luzardo Briceño 16 Epilogue 249 Deborah Cameron

Name Index 257 Subject Index 260 List of Tables

5.1 Corpus length by discipline 75 5.2 Overall frequencies of moves and process types 76 5.3 Moves by disciplines (per 1000 words) 77 5.4 Process types by disciplines (per 1000 words) 81 6.1 Model coefficients – normalized hedging score 94 7.1(a) Frequency of importance markers in textbooks 111 7.1(b) Frequency of importance markers in journal articles 111 9.1 Frequency of features (per 10,000 words) 138 9.2 Overall functions of directives by genre (%) 142 11.1 Percentages of samples with rhetorical stance features 174 11.2 Frequencies of linguistic stance features 176 11.3 Frequencies of engagement features 177 11.4 Interactive metadiscourse frequencies 178 13.1 Voice in microbiology 206 13.2 Voice in history of science 208 13.3 Voice in art history 213

ix List of Figures

4.1 An abstract representation of the system of appraisal 52 4.2 Cline of instantiation for evaluation (with reference to Martin and White, 2005: 164) 55

4.3 Network of semantic options for GRADUATION (from Hood, 2010) 60 4.4 Visibility in the representation of projecting sources (from Hood, 2011) 65 6.1 Partial effects of industry involvement, study type, and journal impact factor on amount of hedging in articles 94 11.1 Stance cline for graph accounts 168 15.1 Numerical variables 237 15.2 Categorical variables 238 15.3 Projection of the 150 individuals (book reviews) onto the plane 239

x Acknowledgements

We wish to thank our authors for being easy to work with, for their commitment to the project, and for teaching us a lot about the themes of this book.

xi Notes on the Contributors

María Ángeles Alcaraz Ariza is currently teaching English for Tourism at both graduate and postgraduate levels at the University of Alicante, Spain. She has published several articles on the influence of English on medical Spanish and on the discourse analysis of medical prose written in different languages (English, French and Spanish) in well-known international journals such as English for Specific Purposes, Fachsprache, Ibérica, Journal of the American Society for Information Science and Technology, Lebende Sprachen, Scientometrics. In 2004 she was awarded the Horowitz Prize for her diachronic and cross-linguistic and cultural research on academic conflict. Douglas Biber is Regents’ Professor of English (Applied Linguistics) at Northern Arizona University, USA. His research efforts have focused on corpus linguistics, English grammar, and register variation (in English and cross-linguistic; synchronic and diachronic). He has written numerous books and monographs, including academic books published with Cambridge University Press (1988, 1995, 1998, 2009), John Benjamins (2006, 2007), the co-authored Longman grammar of spoken and written English (1999), and three grammar textbooks published by Longman. Marina Bondi is Professor of English Language at the University of Modena and Reggio Emilia, Italy, where she is currently Director of the Department of Studies on Language, Text and Translation. She has published on various aspects of discourse analysis and EAP, with particular reference to the argumentative features of academic discourse and to the role of metadiscourse and evaluative language. Her recent work centres on language variation across genres, disciplines and cultures through the analysis of small specialized corpora. On that issue she has published a number of articles and co-edited a number of volumes: most recently, Academic discourse across disciplines with Ken Hyland (2006), Managing interaction in professional discourse: intercultural and interdiscoursal perspectives with Julia Bamford (2006) and Keyness in texts with Mike Scott (2010). Deborah Cameron currently teaches in the English Faculty at Oxford University, UK, where she holds the Rupert Murdoch Chair of Language and Communication. Her research interests lie in two main areas: one is the relationship of language to gender and sexuality, while the other is

xii Notes on the Contributors xiii beliefs about language and their cultural/political significance. Her publications on these topics include Language and sexuality (with Don Kulick, 2003), The myth of Mars and Venus (2007) and Verbal hygiene (1995). She is also interested in issues of research methodology and ethics, and is the author of two textbooks, on English grammar and spoken discourse analysis. All her work is informed by the desire to make serious ideas accessible, and in addition to publishing academic books and articles, she regularly writes, talks and broadcasts on linguistic topics for a wider audience. Paula Chesley is a visiting professor at the Department of Linguistics at University of Alberta, USA. She uses corpus linguistics and psycholin- guistic experiments to study language as a complex adaptive system, and specifically how new words become established in a speech com- munity. She has published work in natural language processing on sentiment analysis and subcategorization frame extraction, in linguistics on lexical borrowings, and in psycholinguistics on how speakers remember previously unseen words. Kjersti Fløttum is Professor of French Linguistics at the Department of Foreign Languages, and Head of the Bergen Summer Research School on Global Development Challenges (www.bsrs.no), University of Bergen (UiB) (www.uib.no). She was Vice Rector for international relations at UiB, August 2005–July 2009. Her general research fields are text linguistics, discourse analysis, semantics and pragmatics. More specifically her research and publications are related to linguistic polyphony and genre theory, investigating materials taken mostly from academic discourse and from political discourse. She was head of the project ‘Cultural Identity in Academic Prose’ (KIAP, 2002–8), is currently lead- ing the research project, collaborating nationally and internationally, ‘Understanding linguistic complexity in political discourse’ (EURLING), and heading a new interdisciplinary research initiative on ‘Climate Change Narratives’. www.uib.no/persons/Kjersti.Flottum Bethany Gray is postdoctoral associate at Iowa State University. Her research has focused on applying corpus linguistics to the study of register variation. In particular, her work has focused on describing disciplinary variation in academic writing, including the lexical–grammatical marking of stance. She has published articles in Journal of English for Academic Purposes, and has forthcoming articles in English for Specific Purposes and TESOL Quarterly. Alan G. Gross is a Professor of Communication Studies at the University of Minnesota-Twin Cities. He is the author of The rhetoric of science and xiv Notes on the Contributors

Starring the text. He is also co-author of Chaim Perelman, Communicating science, The scientific literature: a guided tour, and of The craft of scientific communication. He is co-editor of Rhetorical hermeneutics and Rereading Aristotle’s Rhetoric. Articles on scientific images appear in Science in Context, The Journal of Technical Writing and Communication, The Journal of the History of the Neurosciences, Rhetoric Review, Rhetoric Society Quarterly and the edited collection, Ways of seeing, ways of speaking. Ann Hewings is a senior lecturer in the Centre for Language and Communications at the Open University, UK. She has previously taught English in Europe, Asia and Australia. She worked for a number of years on the COBUILD project, researching and contributing to dictionaries and other English language reference material. Her research interests include academic writing in disciplinary contexts, particularly at ter- tiary level and in electronic environments, the role of English as an academic lingua franca, and the development of English language as an academic discipline. Her most recent book is The politics of English: conflict, competition, co-existence (2012, co-edited with Caroline Tagg). Susan Hood is Senior Lecturer in the Faculty of Arts and Social Sciences at the University of Technology Sydney where she teaches postgraduate courses in discourse analysis, research perspectives and teaching EAP. A major research interest is in academic discourse analysed from a social semiotic perspective and drawing on dimensions of systemic functional linguistic theory and exploring questions of knowledge, evaluation and disciplinarity. Recently her research has extended into modalities other than written language with research into body language accompanying speech in academic lectures. Her book Appraising research: evaluation in academic writing is published by Palgrave Macmillan. Ken Hyland is Professor of Applied Linguistics and Director of the Centre for Applied English Studies at the University of Hong Kong. Previously Professor of Education at London University, he has taught Applied Linguistics and Academic Literacy for over 30 years in Asia, Australasia and the UK and has published over 150 articles and 14 books on language education and academic writing. Most recent publications are Academic discourse (2009), Teaching and researching writing (2009) and Disciplinary identities (2012). He was founding co-editor of the Journal of English for Academic Purposes and is now co-editor of Applied Linguistics. Jill V. Jeffery is an Assistant Professor in the Department of Language, Literacy and Sociocultural Studies and the Department of English at Notes on the Contributors xv the University of New Mexico. She was awarded a National Academy of Education Predoctoral Fellowship in Adolescent Literacy to support her dissertation research regarding the use of voice in the evaluation of secondary students’ writing. Her research interests include writing assess- ment, writing instruction in multilingual classrooms, writing in the content areas, and transitions between secondary and postsecondary writing demands. Marianela Luzardo Briceño has been teaching statistics at the University of the Andes (Mérida, Venezuela) at both undergraduate and graduate levels for over 20 years and has published several articles in applied statistics on artificial intelligence and data mining in international journals. Paul Kei Matsuda is Associate Professor of English at Arizona State University, where he works closely with doctoral and master’s students in applied linguistics, rhetoric and composition, and TESOL. He is co-founding chair of the Symposium on Second Language Writing and the editor of the Parlor Press Series on Second Language Writing. His works appear in various edited collections as well as journals such as College Composition and Communication, College English, Computers and Composition, English for Specific Purposes, Journal of Basic Writing, Journal of Second Language Writing and Written Communication (http://matsuda.jslw.org). Françoise Salager-Meyer teaches EMP (English for Medical Purposes) and Russian at the University of the Andes (Mérida, Venezuela) and has written numerous research articles, conference papers and other publications on the qualitative and quantitative linguistic and pragmatico- rhetorical analysis of written medical discourse. Her latest research mainly adopts a diachronic and cross-linguistic (mostly English, French and Spanish) perspective. In both 1994 and 2004 she was awarded the Horowitz Prize for her works on the pragmatics of written scholarly communication. She is the section editor of the Language and Medicine section of the second edition of the Encyclopedia of language and linguistics recently published by Elsevier and is also the editor of the ‘Linguistic Corner’ of The Write Stuff, the official publication of the European Medical Writers Association (EMWA). She created and is currently coordinating the ‘Multilingual and Multidisciplinary Research Group on Scientific Discourse Analysis’ (Universidad de Los Andes, Merida, Venezuela). Carmen Sancho Guinda is a senior lecturer in the Department of Applied Linguistics at the Polytechnic University of Madrid, where she xvi Notes on the Contributors teaches EAP and Professional Communication. She also coordinates in-service training seminars for engineering teachers willing to under- take English-medium instruction within EU programmes. Her major research interests comprise genre analysis, the interdisciplinary study of written academic and professional discourses, and innovation in the teaching of academic literacies. Recently she has become involved in pedagogical projects fostering creativity and divergent thought among technical and business students. Marc Silver is Professor of English Linguistics and Director of the Language Centre at the University of Modena and Reggio Emilia. He has published extensively in the field of argumentation, on the relationship between language and culture and on the metadiscoursal and episte- mological consequences of language use. His most recent works focus on academic discourse both in a corpus and in a discourse perspective. Among his most significant publications in English are Arguing the case: language and play in argumentation (1996), and Language across disciplines: towards a critical reading of contemporary academic discourse (2006). Christine Tardy is an Associate Professor of Writing, Rhetoric and Discourse at DePaul University in Chicago. Her primary areas of interest include genre studies, second language writing and academic writing. In her book Building genre knowledge (2009), she traces the development of genre knowledge among four international graduate students studying in the United States. Her work has also appeared in various books and journals, including English for Specific Purposes, Discourse & Society, Journal of English for Academic Purposes, Journal of Second Language Writing, and Written Communication. Paul Thompson is the Director of the Centre for Corpus Research at the University of Birmingham. He is a co-editor of the Journal of English for Academic Purposes. His research work is chiefly in the areas of applied corpus linguistics, and the uses of technology in language learning and research. He has written widely on disciplinary variation in academic discourse, combining corpus and genre methods of analysis. Polly Tse teaches ESP and EAP courses at the Centre for Applied English Studies at the University of Hong Kong. Her research interests include disciplinary discourses, English for Professional Academic Purposes, genre analysis and systemic functional linguistics. She has published in various journals including Applied Linguistics, English for Specific Purposes, Journal of Pragmatics and TESOL Quarterly.