“It is interesting to note that…”: a comparative study of anticipatory ‘it’ in student and published writing

By M. Hewings, A. Hewings. 2002

187 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/3473b8926e3cb0044d16cb0943e9a94c0b6430d4

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Nigel Harwood
2. Elly Ifantidou

In Experimental and Cognitive Psychology

1. Nigel Harwood
2. Elly Ifantidou

In Literature and Literary Theory

1. Nigel Harwood
2. Elly Ifantidou
3. Tomoyuki Kawase
4. Ken Hyland

Citations in the corpus

• Complex skills and academic writing: a review of evidence about the types of learning required to meet core assessment criteria (2006, background): “Studies of published academic writing have focused on sentence length and structure (Harnon, 1992), use of audience engagement by addressing readers directly in the text (Hyland, 2001), use of anticipatory (it) clauses ( Hewings & Hewings, 2002 ), directives (Hyland, 2002), and inclusion in the text”
• ‘We Do Not Seem to Have a Theory … The Theory I Present Here Attempts to Fill This Gap’: Inclusive and Exclusive Pronouns in Academic Writing (2005, background): “…that it is important to bear in mind that student writing is a different genre to 'expert' (i.e. journal) writing (see, for instance, Crammond 1998; Hewings and Hewings 2002; Hyland 2002a, 2002b; Samraj 2002, 2004; Harwood 2003, 2005a), and that it does not necessarily follow that student writers…”
• The semantics and pragmatics of metadiscourse (2005, background): “(Hewings and Hewings, 2002: 368) and by Thompson: ‘‘Metadiscourse refers to language in a text which talks about that text rather than the propositional content.’’”