Reporting Verbs in Results and Discussion Sections of Scientific Research Articles of Hard and Soft Disciplines
Subject Areas : Research in English Language PedagogyFereshte Dehghan 1 , Hossein Saadabadi, Motlaq 2 , Seyed Foad Ebrahimi 3
1 - English Language Department, Bushehr Branch, Islamic Azad University, Bushehr, Iran
2 - English Language Department, Bushehr Branch, Islamic Azad University, Bushehr, Iran
3 - English Language Department, Shadegan Branch, Islamic Azad University, Shadegan, Iran
Keywords:
Abstract :
Abasi, A. R., & Graves, B. (2008). Academic literacy and plagiarism: Conversations with international graduate students and disciplinary professors. Journal of English for Academic purposes, 7(4), 221-233.
Agbaglo, E. (2017). The types and the frequencies of reporting verbs in research articles written by lecturers in a Ghanaian university. Journal of Literature, Languages and Linguistics, 34, 51-57.
Atkinson, D. (2004). Contrasting rhetorics/contrasting cultures: Why contrastive rhetoric needs a better conceptualization of culture. Journal of English for Academic purposes, 3(4), 277-289.
Bloch, J. (2010). A concordance-based study of the use of reporting verbs as rhetorical devices in academic papers. Journal of Writing Research, 2(2), 219-244.
Docherty, P. (2019). An exploratory study in the use of direct quotation by L2 entry level Bachelor students. Journal of English for Academic purposes, 40, 26-40.
Doró, K. (2014). Citation practices in EFL undergraduate theses: A focus on reporting verbs. Lingua Franca Csoport Pécs.
Fløttum, K. (2012). Variation of stance and voice across cultures. In Stance and voice in written academic genres (pp. 218-231). Springer.
Flowerdew, J., & Forest, R. (2009). Schematic structure and lexico-grammatical realization in corpus-based genre analysis: The case of research in the PhD literature review. Academic writing: At the interface of corpus and discourse, 15-36.
Flowerdew, L. (2005). An integration of corpus-based and genre-based approaches to text analysis in EAP/ESP: Countering criticisms against corpus-based methodologies. English for specific purposes, 24(3), 321-332.
Halliday, M. A. (1993). The construction of knowledge and value in the grammar of scientific discourse: Charles Darwin’s The Origin of the Species. Writing science: Literacy and discursive power, 86-105.
Halliday, M. A. K., & Hasan, R. (1989). Language, context, and text: Aspects of language in a social-semiotic perspective.
Hirvela, A., & Du, Q. (2013). Why am I paraphrasing?: Undergraduate ESL writers’ engagement with source-based academic writing and reading. Journal of English for Academic Purposes, 12(1), 87-98.
Hunston, S., & Thompson, G. (2000). Evaluation in text: Authorial stance and the construction of discourse: Authorial stance and the construction of discourse. Oxford University Press, UK.
Hyland, K. (1999). Academic attribution: Citation and the construction of disciplinary knowledge. Applied linguistics, 20(3), 341-367.
Hyland, K. (2000). Hedges, boosters and lexical invisibility: Noticing modifiers in academic texts. Language awareness, 9(4), 179-197.
Hyland, K. (2002). Authority and invisibility: Authorial identity in academic writing. Journal of pragmatics, 34(8), 1091-1112.
Hyland, K. (2018). Metadiscourse: Exploring interaction in writing. Bloomsbury Publishing.
Hyland, K., & Salager-Meyer, F. (2008). Scientific writing. Annual review of information science and technology, 42(1), 297.
Kanoksilapatham, B. (2005). Rhetorical structure of biochemistry research articles. English for specific purposes, 24(3), 269-292.
Lee, J. J., Hitchcock, C., & Casal, J. E. (2018). Citation practices of L2 university students in first-year writing: Form, function, and stance. Journal of English for Academic purposes, 33, 1-11.
Li, Y. (2006). A doctoral student of physics writing for publication: A sociopolitically-oriented case study. English for specific purposes, 25(4), 456-478.
List, A., & Alexander, P. A. (2019). Toward an integrated framework of multiple text use. Educational Psychologist, 54(1), 20-39.
Maggio, L. A., Meyer, H. S., & Artino, A. R. (2017). Beyond citation rates: a real-time impact analysis of health professions education research using altmetrics. Academic Medicine, 92(10), 1449-1455.
Manan, N. A., & Noor, N. M. (2014). Analysis of reporting verbs in Master's theses. Procedia-Social and Behavioral Sciences, 134, 140-145.
Parkinson, J. (2013). Adopting academic values: Student use of that-complement clauses in academic writing. System, 41(2), 428-442.
Petrić, B. (2012). Legitimate textual borrowing: Direct quotation in L2 student writing. Journal of Second Language Writing, 21(2), 102-117.
Sakita, T. (2021). Reporting discourse, tense and cognition. Brill.
Shaw, P., & Pecorari, D. (2013). Types of intertextuality in Chairman’s statements. Nordic Journal of English Studies, 12(1), 37-64.
Shuart-Faris, N., & Bloome, D. (2004). Uses of intertextuality in classroom and educational research. Information Age.
Swales, J. M. (2004). Research genres: Explorations and applications. Cambridge University Press.
Swales, J. M., & Swales, J. (1990). Genre analysis: English in academic and research settings. Cambridge university press.
Tahamtan, I., & Bornmann, L. (2019). What do citation counts measure? An updated review of studies on citations in scientific documents published between 2006 and 2018. Scientometrics, 121(3), 1635-1684.
Thomas, S., & Hawes, T. P. (1994). Reporting verbs in medical journal articles. English for specific purposes, 13(2), 129-148.
Thompson, G., & Yiyun, Y. (1991). Evaluation in the reporting verbs used in academic papers. Applied linguistics, 12(4), 365-382.
Wong, L. L. (2019a). Implementing Disciplinary Data-Driven Learning for Postgraduate Thesis Writing. Specialised English: New Directions in ESP and EAP Research and Practice.
Wong, L. L. (2019b). Implementing disciplinary data-driven learning for postgraduate thesis writing. Specialised English, 195-213.
Yakhontova, T. (2006). Cultural and disciplinary variation in academic discourse: The issue of influencing factors. Journal of English for Academic purposes, 5(2), 153-167.