Authorial Stance Markers in Cross-Disciplinary Academic Discourse: A Case Study of the Conclusion Parts of English Doctoral Dissertations

9卷第4期

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Authorial Stance Markers in Cross-Disciplinary Academic Discourse: A Case Study of the Conclusion Parts of English Doctoral Dissertations
Authorial Stance Markers in Cross-Disciplinary Academic Discourse: A Case Study of the Conclusion Parts of English Doctoral Dissertations
UCL Psychology of Education, London, UK
2025年9卷第4期页码：126-128
纸质出版日期：2025-04-23
DOI：10.47297/wspiedWSP2516-250025.20250904
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(2025). Authorial Stance Markers in Cross-Disciplinary Academic Discourse: A Case Study of the Conclusion Parts of English Doctoral Dissertations. 国际教育与发展（英文版）, 9(4), 126-128.

Jing Wenyuan.Authorial Stance Markers in Cross-Disciplinary Academic Discourse: A Case Study of the Conclusion Parts of English Doctoral Dissertations[J].Journal of International Education and Development,2025,09(04):126-128.
(2025). Authorial Stance Markers in Cross-Disciplinary Academic Discourse: A Case Study of the Conclusion Parts of English Doctoral Dissertations. 国际教育与发展（英文版）, 9(4), 126-128. DOI： 10.47297/wspiedWSP2516-250025.20250904.

Jing Wenyuan.Authorial Stance Markers in Cross-Disciplinary Academic Discourse: A Case Study of the Conclusion Parts of English Doctoral Dissertations[J].Journal of International Education and Development,2025,09(04):126-128. DOI： 10.47297/wspiedWSP2516-250025.20250904.

This study

drawing upon Hyland's system of stance in particular

coupled with Brown and Levinson's face theory

analyzes the use of stance markers in the conclusion parts of English doctoral dissertations from four disciplines

namely physics

anthropology

psychology and education. Adopting both qualitative and quantitative methods

this thesis makes a cross-disciplinary study of the classification

function and distribution characteristics of authorial stance markers in academic discourse.

Aull L . ( 2019 ). Linguistic markers of stance and genre in upper-level student writing . Written Communication , 36 ( 2 ), 267 - 295 .

Becher T . ( 1994 ). The significance of disciplinary differences . Studies in Higher Education , 2 , 151 - 161 .

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