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In:Dialogicity in Written Specialised Genres
Edited by Luz Gil-Salom and Carmen Soler-Monreal
[Dialogue Studies 23] 2014
► pp. 1–20

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Introductory chapter

Dialogue, community and persuasion in research writing

 | The University of Hong Kong
Published online: 10 July 2014
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https://doi.org/10.1075/ds.23.02hyl
The expression of personal opinions and assessments is a ubiquitous feature of human interaction and, despite its apparently impersonal facade, also central to academic writing. In scholarly genres argument involves presenting a position on things that matter to a discipline in ways that disciplinary members are likely to find familiar and persuasive. Beneath its frozen surface, an academic text is seeking to build an appropriate relationship between the writer and the reader by anticipating the audience’s likely interests, knowledge, reactions and processing needs. We can, then, see academic writing as essentially dialogic as writers seek to engage and persuade their readers. In this introductory chapter I explore some of the ways that this is achieved. Based on an analysis of 240 published research papers I show how features of stance and engagement, such as hedges, self-mention, directives and reader pronouns, are not simply dry textualisations but elements of persuasive craftsmanship which help construct a disciplinary view of the world while simultaneously negotiating a credible persona for writers.
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Mur-Dueñas, Pilar
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Phillips Galloway, Emily, Paola Uccelli, Gladys Aguilar & Christopher D. Barr
2020. Exploring the Cross-Linguistic Contribution of Spanish and English Academic Language Skills to English Text Comprehension for Middle-Grade Dual Language Learners. AERA Open 6:1 DOI logo
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Bondi, Marina
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Bondi, Marina & Carlotta Borelli
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Rozumko, Agata
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This list is based on CrossRef data as of 8 december 2025. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

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