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

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Stance and Voice in Written Academic Genres Also by Ken Hyland ACADEMIC DISCOURSE Stance and Voice in Written Academic Genres Also by Ken Hyland ACADEMIC DISCOURSE 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 numer- ous 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 pub- lished 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 publi- cations 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 analy- sis. 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 linguis- tics 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
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