By Kjersti Fløttum
This ebook explores how the voices of authors and different researchers are manifested in educational discourse, and the way the writer handles the polyphonic interplay among those quite a few events. It represents a distinct research of educational discourse in that it takes a doubly contrastive process, targeting the 2 elements of self-discipline and language even as. it really is in response to a wide digital corpus of 450 study articles from 3 disciplines (economics, linguistics and drugs) in 3 languages (English, French and Norwegian). The publication investigates even if disciplines and languages can be stated to symbolize various cultures with reference to individual manifestation within the texts. what's being studied is hence cultural identities as trends in linguistic practices. for almost all of the good points thinking about (e.g. metatext and bibliographical references), the self-discipline issue seems to give a contribution extra strongly to the difference saw than the language issue. even if, for the various positive aspects (e.g. pronouns and negation), the language issue is usually really robust.
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Extra resources for Academic Voices: Across Languages and Disciplines
We take a special interest in these persons or individuals and the argumentation they are engaged in. In Halliday’s terms (Halliday 1994: 179), we are particularly interested in the interpersonal metafunction, realised by structures expressing in- 30 Academic Voices teractional meaning. We study what the utterance is doing as a verbal exchange between author and audience. This means that we are more interested in the individuals behind the reported research than the research itself. However, even if we do not focus on the representational utterance meaning, what the utterance is about, we are not leaving out the ideational metafunction.
G. 3 When it comes to academic identity, we see Prelli’s (1989) ideas as highly relevant. His view of academic rhetoric as primarily persuasive in nature fits nicely in with our discussion of author presence in text. The notion of writer authority, discussed by Ivanič (1998) and Hyland (2002a), also represents an interesting variable. However, the nature of our corpus (expert rather than student writers, and native rather than non-native writers), calls for a somewhat different focus. We will, however, briefly consider the gender factor, and in that context the notion of writer authority is of interest.
Only a few names will be mentioned here − François Rastier (Paris), Céline Poudat (Orléans), Françis Grossmann, Cristelle Cavalla and Fanny Rinck (all Grenoble) − as they link up with KIAP through studies which are very similar to ours; some even make use of our corpus. g. Malrieu & Rastier 2001) has undertaken a multifactor analysis of genres, including the research article. As for Poudat, she deals in her doctoral thesis, among other things, with author presence as manifested through first person pronouns in linguistics articles in French and English (2003, 2004, forthcoming).