Stance and engagement: a model of interaction in academic discourse

TLDR

Written texts embody interactions between writers and readers, with linguistic features projecting stance and presupposing an addressee, yet no overall typology exists for the resources used to express positions and connect with readers. The study aims to fill this gap by proposing a framework for analyzing the linguistic resources of intersubjective positioning. The framework is derived from an analysis of 240 research articles across eight disciplines and insider informant interviews. The resulting model integrates stance and engagement, offering a comprehensive way to examine how interaction is achieved in academic argument and how disciplinary discourse preferences shape writers and readers.

Abstract

A great deal of research has now established that written texts embody interactions between writers and readers. A range of linguistic features have been identified as contributing to the writer's projection of a stance to the material referenced by the text, and, to a lesser extent, the strategies employed to presuppose the active role of an addressee. As yet, however, there is no overall typology of the resources writers employ to express their positions and connect with readers. Based on an analysis of 240 published research articles from eight disciplines and insider informant interviews, I attempt to address this gap and consolidate much of my earlier work to offer a framework for analysing the linguistic resources of intersubjective positioning. Attending to both stance and engagement, the model provides a comprehensive and integrated way of examining the means by which interaction is achieved in academic argument and how the discoursal preferences of disciplinary communities construct both writers and readers.