Stance and Dialogicity in Academic and Professional Writing
Abstract
How much leeway is there for ‘authorial voice’ in such a constrained and concise text as the description of a standard engineering procedure? This article examines the strategies deployed by fourth-year aeronautical and aerospace students from the Universidad Politécnica de Madrid for building their own academic ethos and transmitting an impression of credibility and reliability. The scrutiny of an electronic corpus of over 300 samples of individual authorship and 76 of collaborative writing, all of them written in English and for the compulsory subject English for Professional and Academic Communication, reveals that these inexperienced writers position themselves regarding content and audience by transgressing formal conventions, resorting to expressions of subjectivity (hedges, boosters and attitudinal markers of various sorts), adopting a greater or lesser degree of metadiscursive deference to the reader and graduating spatiotemporal and modal distances.
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