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A great deal of research has now established that written texts embody interactions between writers and readers. A range of linguistic features have been identified as contributing to the writer's projection of a stance to the material referenced by the text, and, to a lesser extent, the strategies employed to presuppose the active role of an addressee. As yet, however, there is no overall typology of the resources writers employ to express their positions and connect with readers. Based on an analysis of 240 published research articles from eight disciplines and insider informant interviews, I attempt to address this gap and consolidate much of my earlier work to offer a framework for analysing the linguistic resources of intersubjective positioning. Attending to both stance and engagement, the model provides a comprehensive and integrated way of examining the means by which interaction is achieved in academic argument and how the discoursal preferences of disciplinary communities construct both writers and readers.
Ken Hyland (Wed,) studied this question.