| Abstrakt: |
Effectively constructing a confident authorial stance and framing one's argument in the context of the ongoing scholarly conversation are important skills for writers to acquire as they gain expertise writing in an academic discipline. Construction of an effective authorial stance is complicated by conventions of avoiding first-person pronouns in many disciplines. Varying practices for authorial positioning across languages and cultures further complicate this process for non-native speakers learning to write research in English. Learning to notice metadiscourse features related to stance can offer students multiple approaches to convey stance with and without using first person pronouns. This article discusses research from English for Academic Purposes (EAP) and composition studies to explore contrasting patterns of stance construction across disciplines, languages, cultures, and academic levels. It then describes a comparative genre analysis assignment in which writers in a required, upper-level WID course, including international students, analyze patterns of stance-related metadiscourse in their own writing and the published work of a scholar in their discipline to increase their rhetorical awareness about framing their perspective in academic arguments. [ABSTRACT FROM AUTHOR] |
