By Kjersti Fløttum
This publication 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 a number of events. It represents a distinct examine of educational discourse in that it takes a doubly contrastive technique, concentrating on the 2 components of self-discipline and language whilst. it really is according to a wide digital corpus of 450 study articles from 3 disciplines (economics, linguistics and medication) in 3 languages (English, French and Norwegian). The e-book investigates no matter if disciplines and languages could be stated to symbolize diversified cultures in regards to individual manifestation within the texts. what's being studied is hence cultural identities as traits in linguistic practices. for almost all of the positive factors concerned 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 though, for a few of the beneficial properties (e.g. pronouns and negation), the language issue can be particularly robust.
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Additional resources for Academic Voices: Across Languages and Disciplines
The ScaPoLine theory refutes the traditional postulate of the unique and indivisible speaking subject and claims the possibility of the superposition of several voices or points of view in one and the same utterance. In the next section, we will give a more detailed presentation of this theory. e. there is a multitude of interacting voices influencing the speaker’s language use. The meaning of an isolated utterance, as well as of a text, is not only the expression of a speaking subject’s idea, but rather a scene or drama of interrelated voices or points of view attributed to more or less abstract instances in addition to the speaker or writer (see Perrin 2004a: 7–12 for a more detailed introduction).
The first involves studies which are pedagogically oriented, focusing on student needs and competences. The proliferation of courses on academic writing in general and English for academic purposes in particular has entailed increased research activity into what language and communication tools the students must acquire to become fully socialised into their research community. In such contexts, the process of gaining entry into these communities is seen as being dependent on awareness of and competence in the writing practices of the relevant discourse community (Hyland & Hamp-Lyons 2002).
It is true that the expressions and constructions which according to Banfield, characterize free indirect speech cannot be indirectly quoted in embedded clauses as but can. However, the phenomenon of free indirect speech or thought does raise the question of what it means to say that a writer or speaker is representing a thought. If we say […], then it seems we cannot construe thoughts simply in terms of their (truth conditional) propositional content. ) opinion (cf. It is generally recognized …) into the discussion.
Academic Voices: Across Languages and Disciplines by Kjersti Fløttum