This volume offers a fresh intercultural perspective on the discursive and rhetorical challenges non-Anglophone scholars face while writing and publishing in English for an international readership. The volume presents a wide spectrum of text-based intercultural analyses of academic texts written in L2 English. Placed in the context of a rapidly increasing role of English as the universal language of scientific and scholarly communication, the contributions included attempt to explore the native language influence on L2 English academic texts or, conversely, the influence of rhetorical or discursive features of English on L2 texts. Spanning from texts by Chinese to Lithuanian authors, the chapters in this volume offer a rich selection of lexico-grammatical, discursive and rhetorical elements analysed and compared across genres, disciplines and languages both within synchronic and diachronic perspectives. This volume will be of interest to both experienced and novice researchers in such fields as English for Academic Purposes, Intercultural Rhetoric, Genre Theory, Corpus Linguistics, and English as a Lingua Franca.

• Intercultural Perspectives on Research Writing
• Editorial page
• Title page
• Copyright page
• Table of contents
• Preface: Academic writing and non-Anglophone scholars
  • References
• Introduction: Intercultural rhetoric approaches to the analysis of academic genres
  • Intercultural rhetoric and EAP
  • Intercultural rhetoric and ELF
  • Book overview
  • References
• Part I. Three-fold intercultural analysis: Comparing national, L1 English and L2 English academic texts
• Chapter 1. A contrastive (English, Czech English, Czech) study of rhetorical functions of citations in Linguistics research articles
  • 1. Introduction
  • 2. Variation in citation practices
  • 3. Data and method
    • 3.1 Typology of rhetorical functions of citations
  • 4. Findings and discussion
    • 4.1 Citation frequency and distribution of citation types across RAs sections
    • 4.2 Rhetorical functions of citations
  • 5. Conclusion
  • References
• Chapter 2. How to internationalise and empower academic research?: The role of language and academic conventions in Linguistics
  • 1. Introduction
  • 2. Data
  • 3. Results
    • 3.1 Main features of the journals
    • 3.2 The macro-structure of research articles
  • 4. Conclusions and implications
  • References
• Chapter 3. The power of English: I and we in Lithuanian, Lithuanian English and British English research writing
  • 1. Introduction
  • 2. Personal pronouns in research writing
  • 2. Data and methods
  • 3. Results and discussion
    • 3.1 General frequencies of personal pronouns I/aš and we/mes and their forms
    • 3.2 I/aš and its semantic and pragmatic profile
    • 3.3 We/mes and its semantic and pragmatic profile
  • 4. Concluding remarks
  • References
• Part II. Two-fold intercultural analysis: Comparing L2 and L1 English academic texts / Anglophone writing conventions
• Chapter 4. “This dissonance”: Bolstering credibility in academic abstracts
  • 1. Introduction
  • 2. Background issues on labeling nouns and the uses of this as an anaphoric determiner in academic discourse
    • 2.1 Labeling nouns also known as general, signalling, shell, or metadiscursive nouns
    • 2.2 This as a determiner
  • 3. Corpus and methodology
    • 3.1 A comparable corpus of PhD abstracts written in English by writers in a French and an English context
    • 3.2 Approach and method for corpus study
    • 3.3 Approach and method for case studies
  • 4. Results and discussion of the corpus-based study
    • 4.1 Definition and distribution of a functional typology of this as a determiner
    • 4.2 Definition and distribution of a semantic typology of encapsulating this + LN
  • 5. Back to the text: Gains and losses
    • 5.1 Case study 1: Building an effective argumentative flow
    • 5.2 Case study 2: Failing to inscribe the research project in the disciplinary field
    • 5.3 Case study 3: Assessing the rhetorical impact of interpretive encapsulating this
    • 5.4 Gains and losses
  • 6. Final discussion and conclusion
    • 6.1 Final discussion
    • 6.2 Conclusion
  • Acknowledgement
  • References
• Chapter 5. Asserting research status, values and relevance in thesis abstracts of Science and Engineering
  • 1. Abstracts and promotional features
  • 2. Theoretical orientation
  • 3. Corpus description
  • 4. Methodology
  • 5. Findings
    • Distribution of evaluation functions
    • Evaluation functions per section in thesis abstract
  • 6. Discussion and conclusion
  • Acknowledgement
  • References
• Chapter 6. Chinese writers of English RAs as creators of a research space in a national context: A diachronic study
  • 1. Introduction
  • 2. Research background
    • 2.1 Defining CARS
    • 2.2 Research on the CARS model of RA Introductions
    • 2.3 Research on identity construction in academic writing
  • 3. Methodology
    • 3.1 Data collection
    • 3.2 Data analysis
  • 4. Results of the study
    • 4.1 Chinese writers’ concurrent construction of the three sub-identities across different periods
    • 4.2 Chinese writers’ construction of the three sub-identities across different periods
    • 4.3 Chinese writers’ construction of the three sub-identities across different periods
  • 5. Discussion
  • 6. Conclusion
  • References
• Chapter 7. Conference abstracts in English: A challenge for non-Anglophone writers
  • 1. Introduction
  • 2. Corpus and methodology
    • 2.1 Corpus
    • 2.2 Methodology
  • 3. Findings and discussion
    • 3.1 Macrostructure of CAs
    • 3.2 Selected linguistic realisations of CAs
  • 4. Conclusions
  • References
• Part III. Intercultural analysis on the move: Exploring ELF academic texts
• Chapter 8. Hybrid rhetorical structure in English Sociology research article abstracts: The ambit of ELF and translation
  • 1. Introduction
  • 2. Methodology and corpus description
  • 3. Results and discussion
  • 4. Concluding remarks
  • Acknowledgements
  • Appendix A. Journals guidelines
  • References
• Chapter 9. Epistemic stance and authorial presence in scientific research writing: Hedges, boosters and self-mentions across disciplines and writer groups
  • 1. Introduction
  • 2. Epistemic stance and authorial identity
  • 3. Corpus and methods
  • 4. Overall distributions of hedges, boosters and self-mentions
  • 5. Disciplinary variations
  • 6. Variation across IMRC divisions
    • 6.1 Hedges
    • 6.2 Boosters
    • 6.3 Self-mentions
  • 7. Discussion
  • 8. Pedagogical implication
  • Acknowledgements
  • References
• Chapter 10. Publishing in English: ELF writers, textual voices and metadiscourse
  • 1. Introduction
  • 2. Background: Reflexivity and intertextuality in academic discourse
  • 3. Materials and methods
  • 4. Positive keywords: Features of unedited text
    • 4.1 Overview
    • 4.2 Analyse/analysed/analysis
    • 4.3 Metadiscursive verbs
    • 4.4 Metadiscursive nouns
  • 5. Negative keywords: Features of published texts
  • 6. Final remarks
  • References
• Chapter 11. Not the same, but how different?: Comparing the use of reformulation markers in ELF and in ENL research articles
  • 1. Introduction
  • 2. Functions of reformulation markers
  • 3. Corpus and methodology
  • 4. Results and discussion
  • 5. Concluding remarks
  • Acknowledgements
  • References
  • Corpora
• Chapter 12. Evaluation in research article introductions in the Social Sciences written by English as a Lingua Franca and English native users
  • 1. Introduction
  • 2. Theoretical background
    • 2.1 Evaluation
    • 2.2 Research-oriented evaluation and topic-oriented evaluation
    • 2.3 Move structure
  • 3. Methodology
  • 4. Results and discussion
    • 4.1 Move analysis
    • 4.2 Overal results on evaluation
    • 4.3 Entities evaluated
    • 4.4 Types of values
  • 5. Conclusions
  • Appendix
  • References
• Chapter 13. Exploring ELF manuscripts: An analysis of the anticipatory it pattern with an interpersonal function
  • 1. Introduction
  • 2. The anticipatory it pattern in academic writing
  • 3. Corpus and methods
  • 4. Results and discussion
    • 4.1 Overall results
    • 4.2 Anticipatory it pattern as an attitudinal marker
    • 4.3 Anticipatory it pattern as a hedge
    • 4.4 Anticipatory it pattern as a booster
  • 5. Concluding remarks
  • Acknowledgements
  • References
• Afterword: Intercultural rhetoric, English as a lingua franca and research writing
  • References
• About the Authors
• Index