Academic discourse analysis Research Papers (original) (raw)

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- Composition Studies, Psychology, Composition and Rhetoric, English for Academic Purposes
- by Guillermo Soto
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- Discourse Analysis, Sociology, Languages and Linguistics, Spanish
- by Jean Claude Beacco
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- French Studies, French language, French Language Teaching, Academic discourse

This thesis proposes a sociological and historical study of the inscription into European Community Law of a new political category : that of « political parties at the European level » in the Maastricht Treaty. In order to understand the various processes that have led to that particular codification, my thesis is based on the study of all actors mobilized in 1989-1992 in the specific context of the two IGCs which prepared the Treaty. It also aims to identify the « discursive formation » in which the « European parties » have been worked out by scholarly discourses, since the beginnings of European integration. This dual approach make us able to show how exactly that codification springs from the positionning of certain actors, between the academic and political fields, which make them able to articulate the space of scholarly discourse with the space of political mobilizations. It also shows the particular influence of German scholars and politicians in these processes.

Discourse-based interviews (or DBIs) have long been used in writing research to investigate writers’ tacit genre knowledge, including their rhetorical motivations for sentence-level wordings. Meanwhile, researchers in English for Academic and Specific Purposes (EAP/ESP) have used corpus techniques to uncover patterns of such wordings, ones that index community-valued ways of knowing and meaning. This article brings together these two methods in a novel way. By offering a case study of Richard, an advanced undergraduate writer majoring in philosophy at a U.S. university, the article demonstrates how systematic analysis of Richard’s writing informed and enriched DBIs with him and his professor, Maria. Specifically, corpus-based text analysis revealed that Richard regularly expressed an epistemic stance in his course essays in ways that are conventional and valued in philosophical argumentation, while the DBIs revealed that neither Richard nor Maria were consciously aware of these stance patterns, despite regular appearance in both their writing. Taken together, these findings point to the value of using corpus techniques prior to the DBI to identify meaningful choices in language that likely otherwise would be missed. The findings also raise important questions about the acquisition of disciplinary discourses and the sources of knowledge that foster that acquisition.

This article uses corpus methods to examine linguistic expressions of stance in over 4,000 argumentative essays written by incoming first-year university students in comparison with the writing of upper-level undergraduate students and published academics. The findings reveal linguistic stance markers shared across the first-year essays despite differences in students’ educational context, with greatest distinctions emerging between first-year writers and all of the more advanced writers. The specific features of stance that point to a developmental trajectory are approximative hedges/boosters, code glosses, and adversative/contrast connectors. The findings suggest methodological and conceptual implications: They highlight the value of descriptive, corpus-based studies of incoming first-year writing compared to advanced academic writing, and they underscore the construction of academic stance—particularly via certain stance features—as a process of delimiting one’s stance in a way that accounts for the views of others.

- by Zak Lancaster and +1
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- Discourse Analysis, Composition and Rhetoric, English for Academic Purposes, Academic Writing

Este estudio se circunscribe al ámbito del discurso oral académico y, en
concreto, a la descripción y análisis del género de la presentación oral académica (PAO) en español como lengua extranjera (E/LE) y en inglés, como lengua materna (L1). La alfabetización académica, en el ámbito universitario, implica saber desenvolverse en las prácticas discursivas orales y escritas que caracterizan a un área de especialidad. Esta investigación exploratoria y cualitativa consta de dos corpus de 10 presentaciones orales y se propone los siguientes objetivos: a) identificar los procedimientos de reformulación y evaluación (Gülich y Kotschi 1995) que aparecen las presentaciones, concretamente, en la Sección 3 – Desarrollo del Tema (Villar 2013); b) reconocer su funcionalidad; e c) interpretar el uso que el estudiante estadounidense hace de estos procedimientos en L1 y en E/LE. Este estudio contrastivo nos ha permitido profundizar en las características formales y funcionales que presenta el género de la PAO.

Genre analysis can be used as a means of understanding the communicative practices of specific discourse communities and may therefore be of particular benefit to students in higher education for whom the interpretation and production of discipline-specific texts is paramount. This study takes global medical research as a case in point and examines the generic discourse features of the experimental medical research article (RA), using a systemic-functional and ‘structural moves analysis’ approach. Based on this novel, combined methodology, a sequence of generic rhetorical moves and steps across a series of medical RAs are described in terms of their function and lexicogrammar. The implications of the study are discussed in relation to previous research and their potential pedagogical and methodological applications.

The expression of stance--defined broadly as expression of attitudes, epistemic judgments, and interactional involvement--is increasingly recognized as an important, though hidden, feature of both expert and student academic writing, one with potentially “much impact on the success of writing” (Wingate, 2012, p. 147). The study this article reports is motivated by the question of whether there are stance-taking qualities in undergraduate students' coursework writing that, in addition to being valued within specific course contexts, are valued across contexts. Specifically, it presents results from a corpus-based comparative analysis of stance in high- and low-graded papers written in two distinct undergraduate courses at a university in the United States. The investigation reveals both contextual specificity and overlap across the HG papers. It shows that the HG papers in both courses expressed stance with significantly greater frequency than the corresponding LG papers and in ways that project greater contrastiveness, critical distance, and positive alignment with disciplinary concepts. These three stance qualities, I suggest, are a part of a general novice academic stance that may be implicitly expected in students' coursework writing across a range of contexts, especially formal assignments calling for “critical analysis” and evidence-based argumentation.

This dissertation project examines patterns of stance in essays written by high- and low-performing students in two upper-level undergraduate courses, one in political theory and the other in economics. It employs methods of linguistic discourse analysis, drawing largely on Appraisal Theory (a subset of Systemic Functional Linguistics), in combination with methods from corpus linguistics and theoretical insights from rhetorical genre studies. It examines how recurring patterns of stance in students' essays correspond to the goals and assessment criteria for writing in the courses, as revealed through interviews with the instructors and analysis of selected course material. Through this robust set of analytic approaches, the study aims to make explicit patterns of stance in student writing that correlate with high- and low-graded essays and with the disciplinary contexts. The broader aim is to render explicit patterns of interpersonal meanings constructed in students' texts that construe such abstract qualities as critical reasoning, complexity and nuance in argumentation, and control of the discourse—features identified by the instructors as valued in student writing. The study contributes to the field of composition and rhetoric by pinpointing discursive resources that enable some student writers to construct more discipline-congruent styles of argumentation than others. Specific findings show that, while the two essay assignments require different ways of using language to construct valued stances, the high-performing writers in both contexts more consistently construct a "novice academic" stance while the low-performing writers more consistently construct a "student" stance. The former is marked by the rhetorical qualities of contrastiveness, dialogic control, critical distance, and discoursal alignment, or assimilation of the disciplinary discourse. In contrast, the “student” stance is marked by frequent personalizing moves, repeated references to the classroom discourse, and comparatively infrequent use of discursive resources that construe the rhetorical qualities listed above. These findings have implications for instruction in writing in the disciplines (WID) contexts, specifically in terms of how instructors can refine their metalanguage about writing for discussing stance with students explicitly and in detail.

- by Zak Lancaster
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- Discourse Analysis, Composition Studies, Rhetoric, Composition and Rhetoric

Culture as a variable in stylistic research has long been discussed in studies focusing on scientific communication. Works published as early as in the 1970s have already revealed a complex interplay between cultures and styles of scientific writing, on which basis there have been developed typologies of scientific styles. Seminal works of the time, including Kaplan (1972) or Clyne (e.g. 1981, 1987), have therefore identified a number of distinctive styles such as Saxon, Teutonic, Semitic, Oriental, Roman or Russian, which typology has been generally approved and its validity confirmed in several case studies and more general monographs to appear in the following decades.
These typologies should, however, be re-examined in the age of globalization, which deeply affected national scientific communities and many of their communicative practices. While significance of the English language as the global scientific lingua franca is generally accepted, little research has been carried out to assess its impact on the style of scientific writing by non-native speakers. According to some scholars (e.g. Halimah 2001, Moreno 1997, Yakhontova 2006), it may be that plurality of scientific styles is gradually giving way to hybrid styles, mixing elements of Anglo-Saxon and the author’s native stylistic traditions.
The above-presented phenomena need to be addressed in specific studies, starting from case studies focusing on particular discourse features in parallel corpora of scientific texts. The paper discusses diachronic changes in the use of abstract rhetors (Hyland 1996), i.e. nouns denoting a research-related process or result and attributed the role of its quasi-agent, in Polish and English linguistic discourses in the period 1980-2000. The results show that Polish scholars writing in English apply abstract rhetors in similar ways to English L1 speakers, and use them differently when writing in Polish. It can then be concluded that Polish authors may be sensitive to discourse practices originating in different scholarly traditions, and apply these respective conventions accordingly.

Varios profesores de diversas áreas de conocimiento de la Facultad de Filosofía y Letras de la Universidad de Extremadura han seleccionado uno o varios géneros discursivos relevantes correspondientes a distintos grados impartidos en dicha Facultad. Después, han sintetizado los rasgos de cada uno de esos géneros y han realizado sendas guías que orienten a los estudiantes en su elaboración. Las guías resultantes están listas para ser aplicadas en las asignaturas para las que sean pertinentes, y pretenden servir de modelo para el desarrollo de otras que se ocupen de nuevos géneros académicos. La situación ideal, por descontado, es que todos los géneros discursivos académicos de una titulación cuenten con un guía específica que el alumnado pueda manejar de manera efectiva, y que tal proceso cuente con la coordinación del profesorado. De este modo, los géneros podrán explotarse en toda su extensión, y comportarán una mejora sustancial en el aprendizaje de competencias lingüísticas y discursivas, de contenidos y de otras competencias de muy diversa índole. Este volumen, por lo tanto, está destinado, en primer lugar, a profesores, para que puedan aplicar las guías expuestas o elaborar otras similares con el mismo propósito; está destinado, asimismo, a investigadores, en virtud de la «doble naturaleza» del discurso académico, por cuanto concierne a textos que responden a una situación comunicativa específica cuyos rasgos son, precisamente, el reflejo de los recursos expresivos que se pretenden enseñar mediante la práctica universitaria; y, por último, el volumen está lógicamente destinado a los estudiantes universitarios, que encontrarán en las guías expuestas una orientación muy específica para la elaboración de los géneros discursivos académicos a los que se refieren.

This study maps 130 Chinese EFL learners’ development of academic literacy through a focused examination of grammatical metaphor (GM), the key linguistic resource for achieving the language valued in the academy (Christie, 2002a; Christie & Derewianka, 2008; Halliday, 1994). This corpus-assisted, longitudinal study of Chinese learners’ exposition texts combines the delicate descriptions of Systemic Functional Linguistic (SFL) with the empirical resources of Corpus Linguistics, resulting in a detailed mapping of learners’ development informed through a multi-dimensional framework of GM analysis. This close diachronic examination of learners’ use of experiential GM reveals salient patterns of deployment and maps detailed pathways of development. These detailed pathways are informed by quantitative patterns of frequency and variation, and qualitative patterns of metaphorical control, or the degrees of completeness and control over a reconstrual, and metaphorical enrichment, the degrees of technicality, formality and meanings committed to the metaphor (Liardét, 2013, 2014a). The paper identifies the obstacles Chinese EFL learners most frequently face when developing the resources of incongruent language to cohesively structure their texts in nominally-oriented, lexically dense, cause and effect networks, providing insights into how an EFL classroom may better equip learners to develop these critical resources.

Genre analysis studies concerning the medical research article are limited, and the few studies that do exist tend to focus exclusively on the textual aspects of the genre, with little consideration for the context and discourse community... more

estudiante para pasar de la vida estudiantil a la profesional es, sin duda, el proceso de producir y defender la tesis de licenciatura, pues ello le permitirá ingresar paulatinamente a la comunidad discursiva de su especialidad. El objetivo general de esta investigación es proponer un modelo retórico-discursivo, sustentado empíricamente, del Macrogénero Trabajo Final de Grado (MGTFG) de licenciatura a partir del análisis de un corpus de trabajos finales de cinco disciplinas. Para ello proponemos una aproximación teórico-metodológica que combina la teoría del género desde su orientación comunicativa con la lingüística de corpus. De este modo, a partir de un subcorpus de 407 Trabajos Finales de Grado (TFG) de cuatro disciplinas, a saber: literatura, lingüística, filosofía y psicología, se configuró la organización retórico-discursiva de los TFG, considerando sus macropropósitos y propósitos comunicativos. Producto de ello, se propone un modelo de organización retórico-discursiva compuesto por 5 macromovidas, 18 movidas y 65 pasos. Luego, este modelo es evaluado a través del análisis de un subcorpus de 59 TFG de ingeniería civil informática. Entre los hallazgos más relevantes, se puede establecer que el modelo propuesto articula los macropropósitos y propósitos comunicativos prototípicos del MGTFG y permite identificar los patrones discursivos propios de los TFG de las disciplinas en estudio. Este modelo podría constiutir un aporte en el ámbito de la alfabetización académica y en la construcción de aplicaciones didácticas a la escritura académica.

- by René Venegas and +1
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- Academic Writing, Corpus Linguistics and Discourse Analysis, Academic discourse analysis, Genre Analysis

This exploratory study investigates the impact of class size on the rhetorical move structures and lexico-grammatical features of academic lecture introductions. From the MICASE corpus (The Michigan Corpus of Academic Spoken English), two small corpora of lecture introductions of small- and large-class lectures were compiled. Using a genre-based analytical approach, the lecture introductions in the two corpora were compared to examine how the size of the audience influences the rhetorical and linguistic choices lecturers make in university settings. Findings of the comparative analysis suggest that class size does affect lecturers’ discursive decisions. A large audience seems to compel experienced lecturers to use more of certain discursive strategies as a way to create positive and friendly learning environments in settings that may not be particularly favorable for establishing such conditions. However, due to the nature of small classes in which the number of students is smaller and the proximity between lecturers and students is closer, reinforcing positive rapport seems to take less rhetorical and linguistic effort on the part of lecturers. The paper ends with a number of tentative pedagogical implications for lecturer training.

Este trabajo indaga en la formación de los docentes de ELE sobre temas de evaluación y certificación lingüística según los documentos de referencia del ámbito y sobre las características del género “Presentación oral”. La investigación primaria compara las presentaciones orales académicas ELE de estudiantes norteamericanos e italianos con el objetivo de caracterizarlas en relación a una función comunicativa dominante y hallar los elementos que diferencian la actuación de los dos grupos de estudiantes italianos e ingleses. Se procede a comparar estos resultados con los provenientes de un cuestionario realizado por profesores de ELE que realizan un máster universitario. Los resultados muestran que estos futuros evaluadores poseen preconceptos en relación al output que se espera que los informantes produzcan.

- by Safnil Arsyad
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- Applied Linguistics, Academic discourse analysis

This article aims to present an overview of what the research landscape Corpus Linguistics has contributed to the study of conference presentation as an academic discourse to the dissemination of scientific knowledge. To this end, a brief review is done through various contributions from studies based on the analysis of corpus which in recent years have addressed the scientific conference presentation genre from different perspectives, outlining the empirical approach to this field of Linguistics.

The aim of this paper is to contribute to the characterization of the conference as a monologic genre of the scientific-academic discourse, in order to facilitate their assimilation into teaching and learning contexts of formal oral discourse. Firstly, reference is made to some terminological and conceptual issues in order to distinguish the more frequently acceptations and variants of the gender. A brief reflection is done on the terminological fluctuations produced by the analogy between the different variants nominal or lack of correspondence in other languages. Finally it explores the textual, contextual and structural properties of this discursive genre of academic-scientific field and general characteristics are systematized in order to facilitate their identification.

This paper investigates certain features of spoken academic discourse and more concretely the lecture genre in English and Spanish. Some studies on lectures have analyzed linguistic features such as the use of interaction, pronouns or repetition (Crawford, 2004; Giménez, 2000; Morell 2000). The aim here is to analyze the use and function of the Discourse Marker (DM) then and its Spanish correspondent entonces. A contrastive analysis of two sub-corpora (twelve North-American English lectures and twelve Peninsular Spanish lectures) has shown that then and entonces are generally polysemous Discourse Markers (DMs) in academic lecture talk. The analysis shows first that the DM then in English lectures is not simply a member of a single category, which is also true of the Spanish marker entonces. Secondly, although then and entonces are often assumed to be translation equivalents, the findings reveal that then and entonces cannot function as simple counterparts in English and Spanish lectures.
Resumen: Este trabajo investiga ciertas características del discurso académico hablado, concretamente el género de la clase magistral en Inglés y Español. Algunos estudios sobre este género han analizado características lingüísticas como el uso de la interacción, los pronombres o la repetición (Crawford, 2004; Giménez, 2000; Morell 2000). El objetivo es analizar el uso y la función del marcador discursivo then y sus equivalencias en español. Un análisis contrastivo entre dos sub-corpora (doce clases magistrales en inglés y doce en español) ha demostrado que entonces y then son generalmente marcadores polisémicos. El análisis muestra que el marcador then en inglés no corresponde a una sola categoría semántica y pragmática al igual que ocurre en español con entonces. Por otra parte, aunque entonces y then se asumen como equivalentes para la traducción, los resultados revelan que entonces y then no son siempre equivalentes en el género de la clase magistral.

- by Begoña Bellés-Fortuño
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- Discourse Analysis, Sociology, Philosophy, English for Academic Purposes

Academic spoken discourse has been a dominant issue for discourse studies researchers for the last 25 years or so. Different spoken academic genres have been analysed ( Swales, 1990 , 2004 ; Berkenkotter and Huckin, 1995 ; Bhatia, 2001 , 2002 ; Mauranen, 2001 ; Juzwik, 2004 ; Crawford-Camiciottoli, 2004 , 2007 ; among others) thanks to the compilation and the easy access to electronic spoken corpora. This study focuses on the genre of lecture as “the central ritual of the culture of learning” ( Benson, 1994 ) in higher education. Here, I analyse the use of evaluative language in medical discourse lectures. A contrastive study between Spanish and English medical lectures is carried out. To my knowledge, little attention has been paid to the analysis of evaluative language in medical discourse. The present study employs a quantitative and a qualitative approach to analyse four Spanish and English medical discourse lectures with an average of 35,000 words. The English lectures have been taken from the Michigan Corpus of Academic and Spoken English (MICASE) and the Spanish lectures have been recorded and transcribed in the Degree in Medicine course at a Spanish university for the purpose of this study. Corpus analysis tools have been used to analyse attitudinal language expressing explicit evaluation. The findings show similarities and also differences in the use of evaluative markers in academic medical discourse.

Argument construction is an important aspect of academic writing. Although literature presents a number of theoretical and pedagogical models of argument, research is lacking into authentic argument construction in expert writing. Moreover, it is not clear how disciplinary variation affects the construction of argument. Therefore, this paper analyses argument in four disciplines – philosophy, literature, chemistry, and computational science. The results show a degree of variation among disciplines. Three models of argument have been found, called here premise-based argument (found in philosophy and literature), hypothesis-based argument (found in computational science and to a lesser degree in literature) and exposition-based argument (in chemistry). These models differ from the theoretical and/or pedagogical models proposed in the literature, suggesting that EAP students might be asked to produce arguments very different from arguments encountered in the reading in their discipline. Given the disciplinary variation observed, the paper supports applying English for Specific Academic Purposes (ESAP) as well as English for General Academic Purposes (EGAP) approach to teaching argument construction.

The article presents the sociolinguistic analysis results of Harvard University President discourse based on the corpus of the annual ceremonial speeches delivered to graduates at the end of the school year. The lexical and stylistic features of the given genre texts reflecting Harvard University academic values and priorities are revealed. The research results can serve as a basis for compiling a sociolinguistic portrait of the American university head. Keywords: administrative academic discourse, epideictic genre, lexical semantic features, stylistic features, academic values. Молодчая Наталья Сергеевна, Харьковский гуманитарный университет «Народная украинская академия», к.фил.н., доцент общеакадемической кафедры иностранных языков К ВОПРОСУ О СОЦИОЛИНГВИСТИЧЕСКИХ ХАРАКТЕРИСТИКАХ АДМИНИСТРАТИВНО-АКАДЕМИЧЕСКОГО ДИСКУРСА (на материале анализа эпидейктических речей президента Гарвардского университета (2007-2018 гг.) Дрю Фауст Джилпин, традиционно произносимых перед выпускниками по окончании учебного года)

- by Natalia Molodcha
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- Discourse Analysis, Sociology, Sociolinguistics, Academic discourse analysis

Although the field of composition/rhetoric has existed as a topic of scholarly inquiry for almost three thousand years, 'basic writing,' its lesser-known, disenfranchised sibling, only formally appeared in academic discourse in the 1960s. Furthermore, there seems to be both a widespread lack of understanding over precisely who the writers are who enroll in these courses and also a limited consensus over exactly what should be taking place in these classrooms. To this end, the present study attempts to investigate which topics, objectives, and assignments are most prominently foregrounded through two levels of analysis, viz. form/content and function/meaning. To reach this goal, a corpus study is undertaken of the college-and university-level course descriptions offered for various levels, if they exist, of developmental writing/composition at seventy-two post-secondary institutions in the United States, ultimately representing all four regional areas of the country and covering approximately 3.44% of the college student population (677,187). The resulting discussion of the textual-conceptual functions employed is couched within the related fields of Corpus Stylistics and Critical Stylistics. As such, the present study attempts to present, following Bartholomae (1993), an exploratory, actionable project and not simply "more talk about basic writing."

- by Troy E. Spier
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- Pedagogy, Corpus Linguistics, Academic discourse, Academic discourse analysis

Relations between non-governmental organizations (NGOs) and companies have been the subject of a sharply increasing amount of publications in recent years within academic business journals. In this article, we critically assess this fast-developing body of literature, which we treat as forming a ‘business and society discourse’ on NGO–business relations. Drawing on discourse theory, we examine 199 academic articles in 11 business and society, international business, and management journals. Focusing on the dominant articulations on the NGO–business relationship and key signifiers they rely on, we analyze the problem-settings of articles in order to reveal the statements that are acceptable and appropriate within this field. Our threefold aim is to (1) identify dominant articulations of NGO–business relations in business and society discourse, (2) expose those articulations that are silenced or suppressed by these dominant articulations, and (3) critically assess possible power effects of these discursive dynamics in the field of discursivity. While business and society discourse on NGO–business relations overall remains open to many different articulations, we also find that those articulations that focus on NGO–business partnerships and governance initiatives tend to privilege collaborative and deliberative ways of engaging and marginalize more adversarial subject positions. We call for more recognition of the potentially constructive role that can be played by conflict.

The theory of individuation reveals that literacy resources are allocated to individuals against their socio-cultural identities. Literacy resource redistribution can mitigate the effect of identities on the allocation. The paper finds: semiotic resources can be divided into shared and unshared ones, which can be acquired or transmitted; different identities and uneven allocation of resources are mutually reinforced, furnishing the motivation for the redistribution; controlling the negative effect of the restricted code constitutes the key link for the redistribution; increasing pedagogy’s visibility, reducing differences between coding orientations can improve the effectiveness of classroom language teaching, which ultimately raises the efficiency of the redistribution.

- by Martin Fougère
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- Ideology, Michel Foucault, Academic discourse analysis, Critical Marketing

Grounded in the principle that writing assessment should be locally developed and controlled, this article describes a study that contextualizes and validates the decisions that students make in the modified Directed Self-Placement (DSP) process used at the University of Michigan. The authors present results of a detailed text analysis of students’ DSP essays, showing key differences between the writing of students who self-selected into a mainstream first-year writing course and that of students who self-selected into a preparatory course. Using both rhetorical move analysis and corpus-based text analysis, the examination provides information that can, in addition to validating student decisions, equip students with a rhetorically reflexive awareness of genre and offer an alternative to externally imposed writing assessment.

"Grounded in the principle that writing assessment should be locally developed and controlled, this article describes a study that contextualizes and validates the decisions that students make in the modified Directed Self-Placement (DSP) process used at the University of Michigan. The authors present results of a detailed text analysis of students’ DSP essays, showing key differences between the writing of students who self-selected into a mainstream first-year writing course and that of students who self-selected into a preparatory course. Using both rhetorical move analysis and corpus-based text analysis, the examination provides information that can, in addition to validating student decisions, equip students with a rhetorically reflexive awareness of genre and offer an alternative to externally imposed writing assessment."

- by Zak Lancaster and +1
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- Composition Studies, Composition and Rhetoric, English for Academic Purposes, Genre studies

Cross-cultural differences in academic discourse as a field of applied linguistic research became mainstream at the end of the 20th century. Two fundamental concepts emerged at that period: one highlighted universal features of academic discourse, the other focused on ethnocultural peculiarities of cognitive and textual structures. Research in the field of academic discourse becomes particularly significant when applied to training and education of academic staff. Accepting the idea of universal features of academic discourse, we, however, tend to support the concept claiming that academic writing style may contain markers of ethnocultural identity of their authors. So, the aim of our research was to identify markers of ethnocultural identity in medical research texts. The study included comparative discourse analysis of research focused medical texts created by English-speaking (ES) and Russian-speaking (RS) authors. The results obtained have drawn us to the conclusion that despite universal features that scientific medical texts of the same genres share, they nevertheless manifest specific properties depending on the linguistic and cultural affiliation of their authors, i.e. markers of ethnocultural identity. This knowledge can contribute to international academic communication.

- by Anna Stebletsova
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- Academic discourse analysis, Medical Linguistics