Hedging in academic writing: a pedagogically-motivated qualitative study

Hedging in academic writing: a pedagogically-motivated qualitative study

The present study explores the use of hedges in academic writing based on Hyland’s (1996) pragmatic framework of hedging orientations. It also elicits insight from specialist informants on the use of hedges in academic writing. The corpus comprises thirty randomly-selected research article discussio...

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Bibliographic Details
Main Authors: Loi, Chek Kim, Lim, Jason Miin Hwa
Format: Proceedings
Language:English
English
Published: Elsevier 2015
Subjects:
L Education (General)
LB Theory and practice of education
Online Access:https://eprints.ums.edu.my/id/eprint/27582/1/Hedging%20in%20academic%20writing_%20A%20pedagogically-motivated%20qualitative%20study%20ABSTRACT.pdf
https://eprints.ums.edu.my/id/eprint/27582/2/Hedging%20in%20academic%20writing_%20A%20pedagogically-motivated%20qualitative%20study%20FULL%20TEXT.pdf
https://eprints.ums.edu.my/id/eprint/27582/
https://www.sciencedirect.com/science/article/pii/S1877042815042019
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Institution: Universiti Malaysia Sabah
Language: English
English

Internet

https://eprints.ums.edu.my/id/eprint/27582/1/Hedging%20in%20academic%20writing_%20A%20pedagogically-motivated%20qualitative%20study%20ABSTRACT.pdf
https://eprints.ums.edu.my/id/eprint/27582/2/Hedging%20in%20academic%20writing_%20A%20pedagogically-motivated%20qualitative%20study%20FULL%20TEXT.pdf
https://eprints.ums.edu.my/id/eprint/27582/
https://www.sciencedirect.com/science/article/pii/S1877042815042019

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