The Epistemic Stance between the Author and Reader: A Driving Force in the Cohesion of Text and Writing
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| Title: | The Epistemic Stance between the Author and Reader: A Driving Force in the Cohesion of Text and Writing |
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| Language: | English |
| Authors: | McNamara, Danielle S. |
| Source: | Grantee Submission. 2013. |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2013 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R305A120707 R305A090623 R305A080589 R305G02001802 |
| Document Type: | Reports - Research |
| Descriptors: | Authors, Reader Text Relationship, Connected Discourse, Reading Comprehension, Epistemology, Difficulty Level, Audience Awareness, Cues, Writing (Composition), Writing Skills |
| DOI: | 10.1177/1461445613501446 |
| Abstract: | This article explores the role of text cohesion in the comprehension and production of text. While most discourse models have considered the roles of the text features and the reader, the crucial role of writers' epistemic stance has not been widely considered. The thesis explored here is that levels of cohesion emerge in text based on the epistemic stance of the author relative to the reader. Evidence is provided indicating that text genres (i.e. science, narrative) show compensatory relationships between different features related to text difficulty. For example, while science texts have more challenging words than do narratives, they tend to have higher cohesion and simpler syntax. These text profiles indicate that skilled writers have an awareness of readers' needs. By contrast, less skilled writers seem to have less sensitivity to the interplay between textual dimensions and less audience awareness. For example, evidence is reviewed showing that more proficient essays are characterized by lower cohesion than less proficient essays: less skilled writers tend to use more cohesive cues (when they are likely unnecessary) than do more skilled writers. To the extent that an author understands the readers' needs, the author has a more successful epistemic stance toward the reader. This stance is partially evidenced by the crucial role of cohesion in text comprehension and writing. [This is the online version of an article published in "Discourse Studies."] |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2018 |
| Accession Number: | ED585798 |
| Database: | ERIC |
| Abstract: | This article explores the role of text cohesion in the comprehension and production of text. While most discourse models have considered the roles of the text features and the reader, the crucial role of writers' epistemic stance has not been widely considered. The thesis explored here is that levels of cohesion emerge in text based on the epistemic stance of the author relative to the reader. Evidence is provided indicating that text genres (i.e. science, narrative) show compensatory relationships between different features related to text difficulty. For example, while science texts have more challenging words than do narratives, they tend to have higher cohesion and simpler syntax. These text profiles indicate that skilled writers have an awareness of readers' needs. By contrast, less skilled writers seem to have less sensitivity to the interplay between textual dimensions and less audience awareness. For example, evidence is reviewed showing that more proficient essays are characterized by lower cohesion than less proficient essays: less skilled writers tend to use more cohesive cues (when they are likely unnecessary) than do more skilled writers. To the extent that an author understands the readers' needs, the author has a more successful epistemic stance toward the reader. This stance is partially evidenced by the crucial role of cohesion in text comprehension and writing. [This is the online version of an article published in "Discourse Studies."] |
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| DOI: | 10.1177/1461445613501446 |
