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This document is a compilation of references and citations from academic articles and studies on the topic of linguistic units, stance, and metadiscourse in academic writing. The references cover various topics such as the use of self-mention markers, authorial presence, disciplinary differences in writing, and the analysis of metadiscourse markers. These articles provide valuable insights into the linguistic features and strategies employed in academic writing across different disciplines and languages. [Extracted from the article]

This study explores the Hebrew ′ATA LO MEVIN ('you don't understand') construction in a corpus of casual conversation. Employing the methodology of Interactional Linguistics and Multimodal Conversation Analysis, we show that deployment of this construction is fixed and formulaic and only rarely denotes the recipient's lack of understanding. Based on a mostly synchronic analysis, we suggest a grammaticization path followed by this construction from a negative epistemic subject-predicate construction denoting literal lack of understanding to a discourse marker signaling the opening of a new narrative, while seeking recipient alignment with the speaker's intensified affective stance. The path described reveals that embodied conduct, as well as prosodic, morphophonological, and syntactic features of the construction correlate with the weakening of its literal meaning. This sheds light on the uses speakers make of the construction, on how heightened engagement may be achieved in discourse, and on the dialogic nature of interaction and grammar. [ABSTRACT FROM AUTHOR]

Expressions of epistemic stance in academic discourse reflect not only the authors' commitment to the truth of what is being said, but also their awareness of other members of the discourse community, the current thinking within the discipline, and the established patterns of interaction. Stance-taking is strongly embedded in culture and language, as demonstrated in numerous studies that focus on L2 academic English (e.g. Hinkel 2002; Dontcheva-Navratilova 2018; Wu and Paltridge 2021) and, less often, academic communication in various linguistic contexts (e.g. Perez-Llantada 2010). This paper pursues this latter line of inquiry and proposes a contrastive analysis of epistemic markers in conclusions to English- and Polish-language linguistics articles in an attempt to identify their epistemic profiles. Epistemic profile refers here to a combination of two features: the epistemic modal value (Halliday 1985/1994) which is marked more frequently than others across a text or text fragment, and the concurrence of modality markers with specific rhetorical moves (Swales 1990; Yang and Allison 2003). Thus, it provides information about the value of modalization and the type of content that tends to be modalized. The analysis was based on a two-part corpus of conclusions to 400 linguistics articles, with 200 English-language articles drawn from international databases and 200 Polish-language articles published in recognized national journals. In the first stage, the frequencies of epistemic markers in the two sub-corpora were calculated (Scott 2008) and a statistical analysis was applied to determine whether the differences were significant. In the second stage, 50 concluding sections from each sub-corpus were manually annotated for rhetorical moves to determine whether epistemic markers tended to occur within specific moves. The findings show statistically significant differences in the frequencies of high-and low-value epistemic markers in the sub-corpora and a tendency for epistemic markers to occur within moves that offer interpretive content. [ABSTRACT FROM AUTHOR]

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This article employs the concept of viewpoint, also referred to as point of view or stance, to offer a short case study of semantic shifts in the translation of academic writing. Drawing on a model of the concept developed specifically for research into the subjective aspects of academic prose, the study seeks to show what viewpoint shifts can occur in translation, based on an analysis of a Cognitive Linguistics monograph translated from English into Polish. The examples, supplemented with English back-translation glosses, illustrate several types of viewpoint shifts taking place in translation, such as increasing or decreasing the author’s commitment to a claim, the removal of author emphasis from the text, and shifts from implicit to explicit author mention. Given that academic discourse has ceased to be regarded as objective description of facts, and based on the assumption that the linguistic resources connected with hedging, evaluation and (avoidance of) self-mention are consciously deployed by authors of academic texts, it is suggested that viewpoint phenomena may represent a valuable research area for the strand of translation studies concerned with academic writing.

This article employs the concept of viewpoint, also referred to as point of view or stance, to offer a short case study of semantic shifts in the translation of academic writing. Drawing on a model of the concept developed specifically for research into the subjective aspects of academic prose, the study seeks to show what viewpoint shifts can occur in translation, based on an analysis of a Cognitive Linguistics monograph translated from English into Polish. The examples, supplemented with English back-translation glosses, illustrate several types of viewpoint shifts taking place in translation, such as increasing or decreasing the author's commitment to a claim, the removal of author emphasis from the text, and shifts from implicit to explicit author mention. Given that academic discourse has ceased to be regarded as objective description of facts, and based on the assumption that the linguistic resources connected with hedging, evaluation and (avoidance of) self-mention are consciously deployed by authors of academic texts, it is suggested that viewpoint phenomena may represent a valuable research area for the strand of translation studies concerned with academic writing. [ABSTRACT FROM AUTHOR]

The CorpAGEst project aims to study the pragmatic competence of very old people (75 years old and more), by looking at their use of verbal and gestural pragmatic markers in real-world settings (versus laboratory conditions). More precisely, we hypothesise that identifying multimodal pragmatic patterns in language use, as produced by older adults at the gesture–speech interface, helps to better characterise language variation and communication abilities in later life. The underlying assumption is that discourse markers (e.g., tu sais 'you know') and pragmatic gestures (e.g., an exaggerated opening of the eyes) are relevant indicators of stance in discourse. This paper's objective is mainly methodological. It aims to demonstrate how the pragmatic profile of older adults can be established by analysing audio and video data. After a brief theoretical introduction, we describe the annotation protocol that has been developed to explore issues in multimodal pragmatics and ageing. Lastly, first results from a corpus-based study are given, showing how multimodal approaches can tackle important aspects of communicative abilities, at the crossroads of language and ageing research in linguistics. [ABSTRACT FROM AUTHOR]

Linguists have been interested in the sequences of words that tend to occur for a long time. The present study examines a particular type of recurrent chunks called lexical bundles (LB). LBs are multi-word expressions and an important component of the fluent linguistic production depends on the control of them (Hyland, 2008a). The purpose of this study was to find out the most common stance LBs used in argumentative essays written by native English speakers and Turkish and Japanese EFL learners. It also aimed at finding the structural and functional characteristics of these bundles, and to what extent these structures used by the Turkish and Japanese EFL learners are similar to the ones used by the native speakers. To answer these questions, Louvain Corpus of Native English Essays (LOCNESS), Japanese International Corpus of Learner English (JPICLE) and Turkish International Corpus of Learner English (TICLE) were used. The structures of the stance LBs were determined by following Biber's (2006) classification and the functions were determined by adapting their classification. The concordancing program WordSmith was used to find and determine the 3-4 word stance LBs. In the statistical analysis, Typetoken ratio and Log Likelihood were used. The results showed that native speakers use lexical bundles least; whereas, Japanese EFL learners use them most frequently. The functions and the structures of LBs vary in each group. Suggestions regarding how to teach these devices in foreign language education were also given. [ABSTRACT FROM AUTHOR]

This ethnographic research examines language socialization practices and language ideologies in secular Yiddish "metalinguistic communities," communities of positioned social actors shaped by practices that view language as an object. "Metalinguistic community" is a framework for diverse participants who can experience both distance from and closeness to the language and its speakers, due to historical, personal, and/or communal circumstances. Through an examination of classroom interactions in California, this article shows how simultaneous distancing and closeness experienced by metalinguistic community members can manifest in "contested stance practices," public demonstrations of language ideologies that reveal both internal and external tensions. Contested stance practices reveal how members' perceptions of language are shaped by their personal histories and those of their imagined communities; these practices become a fertile means through which individuals negotiate their relationships with language as a symbol of identity, ideology, and community. [ABSTRACT FROM AUTHOR]

Many studies in recent years identify and discuss Dutch ethnolects. Generally this work takes linguistic phenomena as directly reflective of speakers' ethnic identity. But if ethnicity is an inherent speaker feature, the absence of white ethnolect descriptions is difficult to explain. In this paper, therefore, I wish to judge the appeal of the notion of ethnolect against its usefulness for explaining language use. I argue that ethnolect can usefully label everyday ethnicisations of language, but that such evaluations generally compress a more complex reality in which so-called ethnolectal features are recruited for other purposes than (un)marking one's ascribed ethnicity. Crucial to unpacking this reality is the distinction of an intermediary step, the construction of interactional stance, between the use of linguistic features and their association with common-sense identity categories. [ABSTRACT FROM AUTHOR]

Metadiscourse has been recognized as an important aspect of effective persuasive discourse. In this study, we explore how metadiscourse features are deployed by 34 EFL undergraduate students to make their non-discipline persuasive texts effective. We find that students grasp at least some of the metadiscourse resources available to them, but are relatively limited in rhetorical sophistication. In fact, transitions, frame markers, code glosses and hedges were found to be critical elements contributing to student writing quality. The findings also show that both frequency and diversity of frame markers are positive predictors of overall writing quality. We also investigate the linguistic forms of metadiscourse used by the students to project stance in their writing. The students were found to have difficulty handling the range of stance construction they could take, and this was unfortunately couched in single-word modal verbs. Teachers should make the metadiscourse features of persuasive writing explicit to students to assist them in making stronger arguments. [ABSTRACT FROM AUTHOR]

Approached as an interactional phenomenon, stance is realised through varied linguistic devices and practices which need not be overtly evaluative. Say, the basic communication verb which indicates the source of knowledge and, thus, perspectivises the information imparted by speakers, is one such resource. Its stancetaking potential is exploited, among other settings, in the courtroom or in the police interview room, where institutional authority is exerted and the facts of legal stories are 'fixed' and formulated (Holt and Johnson, 2010; and Johnson, 2014). Combining corpus and discourse-analytic perspectives (Partington et al., 2013), this study explores the patterns of use and distribution of the verb say in a libel trial, demonstrating its role in the interactional co-construction of stance. It also provides insight into how more powerful participants use say as a means of claiming epistemic priority and asserting authority - or more broadly, to position themselves towards less powerful speakers. The analysis focusses in particular on the role of say in 'shifting standpoints', 'challenging standpoints', 'reality reconstruction' and 'standpoint continuity'. [ABSTRACT FROM AUTHOR]

The present article aims to scrutinise the notion of noun that-complement clauses that are preceded by what is referred to as ʽthe head nounʼ in the English linguistic terminology, and as ʽnom recteurʼ in the French linguistic terminology. Head nouns represent a grammatical way of expressing the attitude of the drafters of legal documents. The hypothesis is that despite the well-known, general belief concerning the objective nature of the legal language, in the documents of the European Union, there are linguistic means, such as the above-mentioned head nouns, as well as modal verbs, moods and the distinctive use of articles, which question the desired objectivity and impartiality of legal texts. From a methodological point of view, the article is based on the use of an electronic bilingual corpus called the Acquis Communautaire which contains texts in both languages, English and French. The corpus is partially linguistically annotated. All examples that we provide as a means of illustration of linguistic phenomena are taken from this specific corpus. [ABSTRACT FROM AUTHOR]

Stance and engagement features as the necessary devices in structuring the correspondence between text, readers and social context primarily illuminate the main subtleties of rhetorical functions in most academic writings. Although they have received a pivotal importance in many recent studies, not all the features of stance and engagement have been investigated in different fields of studies. To fill the gap, to some extent, ninety discourse articles published in ISI and non ISI journals on sociology, linguistic and education were selected and analyzed in terms of Hyland (2005) model. We found significant differences in developing features like hedges, self mention and appeals to shared knowledge in either of them. Over application of boosters or hedges observed in some articles attains the necessity to realize the significant preferred communicative style, interpersonal strategies, and organized preconceptions of each researcher in writing discourse analysis articles. We further suggested developing an exclusive content highlighting socio- cultural perspectives as well as providing the students with subtle interactive stance and engagement features in promoting the writers' discursive persona in academia. [ABSTRACT FROM AUTHOR]

Early texts are characterised by diversity: pages containing largely the same text will vary in linguistic features, specific content, and, crucially for the present study, visual appearance. Within their separate arenas, both book historians and historical pragmaticians have embraced this diversity and variation in their research, but neither field has availed itself of the tool kit of the other. The present study therefore draws upon book history and materialist philology on the one hand and historical pragmatics and historical discourse linguistics on the other. The authors call their approach ‘pragmatics on the page’. In this article they propose a four-stage methodology and illustrate it by means of a case study based on thePolychronicon, a text composed in late medieval England and surviving in numerous manuscript copies and early printed editions. [ABSTRACT FROM PUBLISHER]

The main purpose of this work is to describe and analyze the role and function of epistemic hedges and boosters as stance markers in the process of legal argumentative discourse and to discuss their contribution to the evidentiality aspect in this particular kind of discourse. My research is based on empirical linguistic data, extracted from some judgments of the Supreme Court of United Kingdom. The short micro-linguistic analysis shows that hedges and boosters are used as part of the evaluation process of the context, as items which facilitate interaction between participants and as devices which convey justices' attitude to utterance propositions and express their stances on disputed issues. [ABSTRACT FROM AUTHOR]

This study aims to offer a fresh look at the relationship between identity, stance-taking and code choice. The study provides three examples of different forms of Egyptian public discourse related directly to identity that took place during the 2011 revolution of Egypt, a time when state TV media stations cast doubt on the identity of the protestors by utilizing linguistic resources. This article argues that during the process of stance-taking speakers employ linguistic resources, discourse resources and structural resources. These linguistic resources include the associations and indexes of different languages and varieties, in this case Standard Arabic (SA), Egyptian Colloquial Arabic (ECA) and English. This stance-taking process depends on code-switching as a mechanism that lays claims to different indexes and thus appeals to different ideologies and different facets of identity. Second, this study also shows how speakers use public discourse in order to construe language as a classification category and an identity builder. [ABSTRACT FROM PUBLISHER]

This article reports on an analysis of stance-taking in the university classroom, examining how students position themselves in relation to academic knowledge through the epistemic phrases I don’t know and I think. Analysis of specific interactional moments reveals that the meaning of discourse forms is largely indeterminate without an understanding of (1) the immediate discourse context; (2) the place of linguistic forms in an individual’s stylistic repertoire; and (3) the ideologies and social categories that frame that stylistic repertoire. Differential knowledge distribution amongst the students places constraints on what certain individuals can do with particular linguistic forms and this analysis reveals how they utilize the same linguistic resources in different ways in order to do different identity work. Through detailed interactional analysis, I demonstrate that our ability to evaluate classroom discussion as a social practice relies upon our ability to situate that practice within an understanding of individual speakers’ personal styles and the social ideologies that frame them. [ABSTRACT FROM PUBLISHER]

Studies on language and affect have identified displays of emotions and feelings as important means through which speakers negotiate their social relations and cultural positions. Extending the findings of those studies, this paper discusses how affect must be seen as an important building block for framing, a resource that allows participants to construct frames that have specific grounding in identifiable social meaning. I make this point by illustrating how interactional management of affect contributes to the constitution of frames via the work of stancetaking, based on a discussion of several examples from a specific discursive context - Koreans' metalinguistic talk about English. While Koreans are commonly known to show much 'anxiety' or 'uneasiness' about their own English language skills, I demonstrate that such display of affect may be understood as part of an interactional frame for speaking (about) English that allows speakers to position themselves in relation to English and to each other in a culturally and socially appropriate way. The analysis shows that the semiotic resources that speakers employ in their affective displays allow participants to negotiate specific stances that they should take, and to jointly construct a frame for interpreting the interactional import of the ongoing talk. [ABSTRACT FROM AUTHOR]

Abstract: Based on natural conversational data, the current study analyzes utterance-final pragmatic particle lāh in Shishan, a dialect of Lingao of the Tai-Kadai language family. The research proposes that lāh signals an interactively built, relational notion of restrictivity. Specifically, lāh signals to the addressee that the state-of-affairs described in the utterance is restricted such that “nothing else” is possible due to a pre-existing, external constraint. The core meaning of relational “nothing else” gives rise to such pragmatic extensions as marking suggestions necessitated by external circumstances, assertion of “obviousness,” negative politeness strategies, and various emotive stances toward the situation in focus and/or toward the addressee. The range of functions of lāh parallel a number of Southeast Asian languages’ pragmatic particles (e.g., Cantonese lo, Mandarin me, Singapore English lor), particularly surrounding the function of marking the propositional content as “obvious.” The overlap corroborates a recurrent theme in the expanding research on pragmatic particles, specifically, pragmatic particles’ encoding the speaker''s subjectivity toward the content being communicated. Equally important is that their use is prompted by, and in turn, responds to, perceived sharedness/divergence in the speaker''s and addressee''s subjective understandings of the world, an embodiment of the “intersubjective” nature of language. [Copyright &y& Elsevier]

Abstract: This study investigates the use of the Mandarin LE constructions based on spontaneous conversational data. Previous researchers have identified the use of LE in Mandarin Chinese as a perfect (S-le) or perfective marker (V-le). In addition to LE having the meaning of perfect or perfective, Chang''s (2003) research documents a new ‘pattern’ of the use of LE utterances, which is identified as C-le (i.e., comment-LE). This study is primarily devoted to the subjective stance of S-le and C-le utterances in conversational discourse. An Sle or C-le utterance involves signaling a speaker''s epistemic or evaluative stance in discourse. The use of the Mandarin LE utterances is highly associated with social interaction and/or action in which the speaker is engaged. In other words, the main function of the LE utterances in conversation is to emphasize the speakers’ viewpoint through a cooperative effort between the speaker and the hearer. The stance use of the LE utterances conveys the social activity of assessment, agreement, or concession that discourse participants are engaged in. These findings suggest that subjective stance must be taken into account in the grammar of the Mandarin LE constructions. This study, taking an interactional approach to linguistic structure supports that the use of the Mandarin LE utterances is best understood as a marker that indexes an epistemic or evaluative stance in conversational discourse. [Copyright &y& Elsevier]

This research explores how discourse marker oh works with constructed dialogue (quoted speech), identifying a use of oh not discussed in previous research in which it can serve to signal speaker stance towards quoted material. While both discourse markers and constructed dialogue have been widely discussed as identity resources in the discourse analytic and interactional-sociolinguistic tradition, there has been little work considering how these linguistic features may work together. In this paper, I address this gap by illustrating how Bakhtin's (1984) notions of uni-directional and vari-directional double voicing articulate with information display and evaluation functions of oh identified by Schiffrin (1987) , suggesting that oh (when occurring as a preface to constructed dialogue), works both to display and evaluate quoted material for the purposes of identity construction in interaction. Such uses of this discourse marker provide illustration of how footing works together with related concepts of evaluation, positioning, and alignment as part of a process of stancetaking in interaction ( Du Bois 2007 ). Examples are taken from ethnographic interviews collected as part of a larger study of the linguistic style of a community of improv performers in Washington, D.C. focusing primarily on examples contributed by one speaker, Josh. [ABSTRACT FROM AUTHOR]

Linguists, and other analysts of discourse, regularly make appeal to affectual states in determining the meaning of utterances. We examine two kinds of sequence that occur in everyday conversation. The first involves one participant making an explicit lexical formulation of a co-participant's affectual state (e.g., ‘you sound happy’, ‘don't sound so depressed’). The second involves responses to ‘positive informings’ and ‘negative informings’. Through consideration of sequential organization, participant orientation, and phonetic detail, we suggest that the attribution of analytic categories of affect is problematic. We argue that phonetic characteristics which might be thought to be associated with affect may better be accounted for with reference to the management of particular sequential-interactional tasks. The finding that stance does not inhere in any single turn at talk or any single linguistic aspect leads us to suggest that future investigations into stance and affect will need to pay attention simultaneously to matters of both linguistic-phonetic and sequential organization. [ABSTRACT FROM AUTHOR]

In prior sociolinguistic research, speaker age has been considered the principal correlate of language change, but it ‘has not yet been explicitly studied as a sociolinguistic variable’ ( Eckert 1997 : 167). Consequently, little is known about how language varies across the life span. The present study employs key word analysis on a large corpus of casual conversation in American English to explore age-based linguistic variation in spontaneous conversation. Analyses of the key words point to two major patterns of age-based lexico-grammatical variation: use of slang, and use of stance and involvement markers. Younger speakers' talk is characterized by an unusually frequent use of slang and swear words, and by a marked use of features indexing speaker's stance and emotional involvement, including intensifiers, stance adverbs, discourse markers, personal pronouns, and attitudinal adjectives; older speakers favor modals. These patterns are suggestive of functional differences in the discourse of youth and adults. It is argued that the expression of personal stance is more explicit and plays a key role in younger speakers' discourse. [ABSTRACT FROM AUTHOR]

In this paper, various interactional features of turn-constructional unit (TCU) continuation as realized in Korean conversation through post-predicate elements are analyzed from a conversation-analytic perspective. Formulated as increments, post-predicate elements serve as re-completers by expanding the host TCU after it has reached a possible point of completion, which is explicitly marked by the utterance-final verb predicate. In many contexts of TCU continuation, the host TCU tends to be allusively constructed (e.g., in the form of a verb predicate with unexpressed arguments) and saliently indexical of the speaker's affective stance, and post-predicate elements, mostly taking the form of 'insertables', elaborate the host TCU. TCU continuation is often realized when the action of the allusive host TCU is 'disjunctively' executed, with the interactional import of being potentially interruptive of the current talk-in-progress. Such an intrusive deployment of the host TCU, which is implicated in the practice of foregrounding the speaker's collusively motivated responsive stance (e.g., in a confirmation request), is demonstrably oriented to by the speaker, who produces a post-predicate element as a methodic way of mitigating the disjunctive initiation of the prior action. The recipient also orients himself/herself to the potentially topic-derailing import associated with such a disjunctive initiation of action by way of initiating repair and/or promptly resuming his/her talk. As such, the production of a post-predicate element itself, mostly as an insertable that is grammatically and semantically related to the host, may not be directly attributed to interactional contingencies per se; it is often sequentially occasioned by practices geared towards enlivening the sequence being wrapped up, initiating or continuing an assessment sequence by way of highlighting the speaker's evaluative stance turn-initially, or building the current turn on the prior turn through turn-tying operations. The interactional feature of post-predicate elements 're-doing the completion point as a transition-relevance place' is partially manifested in the way the prosodic contour of the final or whole component of the host TCU is repeated and matched by that of the post-predicate elements. [ABSTRACT FROM AUTHOR]

Abstract: Numerous studies have investigated the linguistic expression of stance and evaluation in university registers, focusing especially on academic research writing and to a lesser extent classroom teaching. The present study extends previous research in two ways: (1) it compares and contrasts the use of a wide range of lexico-grammatical features used for the expression of stance (rather than focusing on a particular feature), and (2) it describes major patterns of register variation within the university, comparing the marking of stance in academic versus ‘student management’ registers, within both speech and writing. The study shows that the expression of stance is important in all university registers. However, at the same time, the study shows that there are important register differences in the particular kinds of stance meanings that are expressed, the grammatical devices used to express stance, and in the overall extent to which stance is expressed at all. [Copyright &y& Elsevier]

The article proposes a framework for the analysis of identity as produced in linguistic interaction, based on the following principles: (1) identity is the product rather than the source of linguistic and other semiotic practices and therefore is a social and cultural rather than primarily internal psychological phenomenon; (2) identities encompass macro-level demographic categories, temporary and interactionally specific stances and participant roles, and local, ethnographically emergent cultural positions; (3) identities may be linguistically indexed through labels, implicatures, stances, styles, or linguistic structures and systems; (4) identities are relationally constructed through several, often overlapping, aspects of the relationship between self and other, including similarity/difference, genuineness/artifice and authority/ delegitimacy; and (5) identity may be in part intentional, in part habitual and less than fully conscious, in part an outcome of interactional negotiation, in part a construct of others' perceptions and representations, and in part an outcome of larger ideological processes and structures. The principles are illustrated through examination of a variety of linguistic interactions. [ABSTRACT FROM AUTHOR]

This paper illustrates how stance functions as a semiotic resource that feeds into and mediates institutional context. I consider stance not only as linguistic expression but as interactive, bodily engagement, synchronized in multimodal layers of participation. Using data from a focus group interview, I examine how stance emerges in the collaborative rhythms of linguistic, paralinguistic and, most prominently, embodied conduct between speaker and listener to index socio-cultural knowledge about the jurisdictional division of labor among legal professionals. Drawing on Charles Frake's classic‘Struck by speech,’ I illustrate not only how a speaker strikes his listener with speech, but also how the body of the listener displays being struck. [ABSTRACT FROM AUTHOR]

This study draws upon the techniques of corpus linguistics, discourse analysis and historical pragmatics to provide an account of the ways in which speakers recruit markers of epistemic stance to capture their construction of the attitudes of their interlocutors, addressees, or audience. It then examines the ways in which selected markers lose their subjective force over time, whether expressive of the speaker's attitude or the speaker's sense of the interlocutor's attitude, to become interactive markers of the exchange involved in an exchange. The article thus tracks the subtle shifts from speaker subjectivity to the speaker's projection of subjectivity to the addressee (intersubjectivity), to the association of an expression with the dynamics of the interactive process itself (interactiveness). The article examines instances of semasiological change, that is, changes of meaning associated with the lexical expressions, you know, you see, and you say. [ABSTRACT FROM AUTHOR]

This section presents abstracts of published articles and books based on studies carried out within the framework of corpus linguistics. The article, Gender, Genre, and Writing Style in Formal Written Texts, by Shlomo Argamon, Moshe Koppel, Jonathan Fine and Anat Rachel Simoni, reports on study carried out on a corpus consisting of 604 documents written after 1960, taken from the British National Corpus. The texts represented several different genres within both fiction and non-fiction. The article, Historical Patterns for the Grammatical Marking of Stance, by Douglas Biber, is concerned with three different ways of expressing stance or speaker/writer attitude, including modals, adverbials, and complement clauses. The study is based on four genres: drama, personal letters, newspaper reportage and medical prose, from ARCHER, and aims at mapping the historical development of stance marking from 1650 up to present time. In the article, The Use of 'we' in University Lectures: Reference and Function, by Inmaculada Fortanet, the author presents research on the use of the pronoun 'we' in academic oral discourse. Previous research had signaled that this pronoun was the most frequent in academic discourse. After discussing the reference and discourse functions of pronouns, the author establishes her research questions about the frequency of 'we' in academic speech, its linguistic contexts, references and discourse functions.