Academic discourse is the principle means by which knowledge is
constituted in the world today and English is the globalized
language in and through which such knowledge most often gets
constructed and transmitted. Be it in the form of specialized
books, disciplinary journals, international congresses or
university lectures, the influence and power of such discourse is
enormous. Most students and scholars, however, concern themselves
almost exclusively with 'what' is written or said within such
discourse, ignoring the often more important question of 'how' what
is written or said is expressed or received. This book analyzes and
contrasts ways in which writers from the disciplines of History and
Economics present themselves and their knowledge claims to their
readers, in an attempt to understand how common lexico-grammatical
and pragmatic elements of texts act to persuade the readers of the
knowledge claims being brought forth, as well as to see how the
writers position themselves as they are making these claims. The
work investigates the way academic writers construct disciplinary
identity through display of their ideas or assumptions, the
persuasive forms of argumentation they employ and how they
represent themselves and others in their texts. In doing so, it
aims as well to establish the consistency and the effects of such
disciplinary identity by highlighting a few of the ideological and
epistemological consequences of the choices made by each of the
disciplinary (or discourse) communities.
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