“It’s really fascinating work”: Differences in Evaluative Adjectives across Academic Registers

By J. Swales, A. Burke. 2003

105 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/4fdb57a316dc037e47e2466b1bced7d972c09336

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. Paul Thompson
2. Ken Hyland
3. Jim McKinley
4. Shih-Chieh Chien
5. R. Ruegg
6. Raffaella Negretti
7. Bethany Gray
8. Shulin Yu

In Experimental and Cognitive Psychology

1. Paul Thompson
2. Ken Hyland
3. Douglas Biber

In Literature and Literary Theory

1. Paul Thompson
2. Ken Hyland
3. Raffaella Negretti
4. Douglas Biber
5. A. Molino
6. Jim McKinley
7. Shih-Chieh Chien
8. R. Ruegg

Citations in the corpus

• The Routledge Handbook of English for Academic Purposes (2016, background): “Therefore, by the start of the new millennium, CEAP had emerged as another evolution of the critical pedagogy movement, engaging with the particular context of teaching English for academic purposes.”
• Stance in spoken and written university registers (2006, unknown): “…(2002) on the uses of kind of and sort of as hedges; Lindemann and Mauranen (2001) describing the functions of just for metadiscourse and hedging; Swales and Burke (2003) on the functions of evaluative adjectives and intensifiers; and Mauranen (2003) describing the expression of evaluation and…”