By the same authors

Strengthening or Weakening Claims in Academic Knowledge Construction: A Comparative Study of Hedges and Boosters in Postgraduate Academic Writing

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Strengthening or Weakening Claims in Academic Knowledge Construction: A Comparative Study of Hedges and Boosters in Postgraduate Academic Writing. / Akbas, Erdem; Hardman, Jan.

In: Educational Sciences: Theory and Practice, Vol. 18, No. 4, 30.08.2018, p. 831-859.

Research output: Contribution to journalArticle

Harvard

Akbas, E & Hardman, J 2018, 'Strengthening or Weakening Claims in Academic Knowledge Construction: A Comparative Study of Hedges and Boosters in Postgraduate Academic Writing', Educational Sciences: Theory and Practice, vol. 18, no. 4, pp. 831-859. https://doi.org/10.12738/estp.2018.4.0260

APA

Akbas, E., & Hardman, J. (2018). Strengthening or Weakening Claims in Academic Knowledge Construction: A Comparative Study of Hedges and Boosters in Postgraduate Academic Writing. Educational Sciences: Theory and Practice, 18(4), 831-859. https://doi.org/10.12738/estp.2018.4.0260

Vancouver

Akbas E, Hardman J. Strengthening or Weakening Claims in Academic Knowledge Construction: A Comparative Study of Hedges and Boosters in Postgraduate Academic Writing. Educational Sciences: Theory and Practice. 2018 Aug 30;18(4):831-859. https://doi.org/10.12738/estp.2018.4.0260

Author

Akbas, Erdem ; Hardman, Jan. / Strengthening or Weakening Claims in Academic Knowledge Construction: A Comparative Study of Hedges and Boosters in Postgraduate Academic Writing. In: Educational Sciences: Theory and Practice. 2018 ; Vol. 18, No. 4. pp. 831-859.

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@article{6e8dcb643ecb4862a904beb95d42e845,
title = "Strengthening or Weakening Claims in Academic Knowledge Construction: A Comparative Study of Hedges and Boosters in Postgraduate Academic Writing",
abstract = "From a cross-linguistic and cross-cultural perspective, this paper reports on the findings of an exploratory study examining the features of the academic texts produced by three groups of postgraduates: native speakers of Turkish (TL1), English (EL1) and Turkish speakers of English (EL2). To this end, the study involves a micro-discourse analysis of a corpus of ninety discussion sections of dissertations to identify and classify the choices made by the authors for expressing commitment/detachment in presenting knowledge claims. The results indicated interesting similarities and differences across the groups in the ways in which writers qualified their level of commitment to a higher level and detachment from the claims in their writing. In other words, this can be described as a cline from the highest to the lowest, even intentionally withholding their commitment. By looking at the hedging and boosting devices contributing to the interactive side of academic writing, the discourse constructed by Turkish L1 writers appeared to be slightly less interpersonal but highly authoritative overall. In contrast, the results suggested that the Turkish writers of English were similar to their English L1 counterparts in terms of building a significantly more cautious strategy for presenting knowledge claims and making use of relatively fewer boosting devices when presenting their claims. It is hoped that the implications of the findings can be useful for teaching of academic writing to postgraduates within the contexts of the study.",
keywords = "Commitment and detachment, Discourse analysis and corpus linguistics, Hedges and boosters, Metadiscourse, Postgraduate academic writing",
author = "Erdem Akbas and Jan Hardman",
note = "Uploaded in accordance with the publisher’s self-archiving policy. Further copying may not be permitted; contact the publisher for details",
year = "2018",
month = "8",
day = "30",
doi = "10.12738/estp.2018.4.0260",
language = "English",
volume = "18",
pages = "831--859",
journal = "Educational Sciences: Theory and Practice",
issn = "2630-5984",
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RIS (suitable for import to EndNote) - Download

TY - JOUR

T1 - Strengthening or Weakening Claims in Academic Knowledge Construction: A Comparative Study of Hedges and Boosters in Postgraduate Academic Writing

AU - Akbas, Erdem

AU - Hardman, Jan

N1 - Uploaded in accordance with the publisher’s self-archiving policy. Further copying may not be permitted; contact the publisher for details

PY - 2018/8/30

Y1 - 2018/8/30

N2 - From a cross-linguistic and cross-cultural perspective, this paper reports on the findings of an exploratory study examining the features of the academic texts produced by three groups of postgraduates: native speakers of Turkish (TL1), English (EL1) and Turkish speakers of English (EL2). To this end, the study involves a micro-discourse analysis of a corpus of ninety discussion sections of dissertations to identify and classify the choices made by the authors for expressing commitment/detachment in presenting knowledge claims. The results indicated interesting similarities and differences across the groups in the ways in which writers qualified their level of commitment to a higher level and detachment from the claims in their writing. In other words, this can be described as a cline from the highest to the lowest, even intentionally withholding their commitment. By looking at the hedging and boosting devices contributing to the interactive side of academic writing, the discourse constructed by Turkish L1 writers appeared to be slightly less interpersonal but highly authoritative overall. In contrast, the results suggested that the Turkish writers of English were similar to their English L1 counterparts in terms of building a significantly more cautious strategy for presenting knowledge claims and making use of relatively fewer boosting devices when presenting their claims. It is hoped that the implications of the findings can be useful for teaching of academic writing to postgraduates within the contexts of the study.

AB - From a cross-linguistic and cross-cultural perspective, this paper reports on the findings of an exploratory study examining the features of the academic texts produced by three groups of postgraduates: native speakers of Turkish (TL1), English (EL1) and Turkish speakers of English (EL2). To this end, the study involves a micro-discourse analysis of a corpus of ninety discussion sections of dissertations to identify and classify the choices made by the authors for expressing commitment/detachment in presenting knowledge claims. The results indicated interesting similarities and differences across the groups in the ways in which writers qualified their level of commitment to a higher level and detachment from the claims in their writing. In other words, this can be described as a cline from the highest to the lowest, even intentionally withholding their commitment. By looking at the hedging and boosting devices contributing to the interactive side of academic writing, the discourse constructed by Turkish L1 writers appeared to be slightly less interpersonal but highly authoritative overall. In contrast, the results suggested that the Turkish writers of English were similar to their English L1 counterparts in terms of building a significantly more cautious strategy for presenting knowledge claims and making use of relatively fewer boosting devices when presenting their claims. It is hoped that the implications of the findings can be useful for teaching of academic writing to postgraduates within the contexts of the study.

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KW - Discourse analysis and corpus linguistics

KW - Hedges and boosters

KW - Metadiscourse

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