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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
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
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED585798
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  Data: The Epistemic Stance between the Author and Reader: A Driving Force in the Cohesion of Text and Writing
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  Data: <searchLink fieldCode="SO" term="%22Grantee+Submission%22"><i>Grantee Submission</i></searchLink>. 2013.
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  Data: 18
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  Data: <searchLink fieldCode="DE" term="%22Authors%22">Authors</searchLink><br /><searchLink fieldCode="DE" term="%22Reader+Text+Relationship%22">Reader Text Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Connected+Discourse%22">Connected Discourse</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Comprehension%22">Reading Comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Epistemology%22">Epistemology</searchLink><br /><searchLink fieldCode="DE" term="%22Difficulty+Level%22">Difficulty Level</searchLink><br /><searchLink fieldCode="DE" term="%22Audience+Awareness%22">Audience Awareness</searchLink><br /><searchLink fieldCode="DE" term="%22Cues%22">Cues</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+%28Composition%29%22">Writing (Composition)</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Skills%22">Writing Skills</searchLink>
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  Data: 10.1177/1461445613501446
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  Data: 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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        Value: 10.1177/1461445613501446
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 18
    Subjects:
      – SubjectFull: Authors
        Type: general
      – SubjectFull: Reader Text Relationship
        Type: general
      – SubjectFull: Connected Discourse
        Type: general
      – SubjectFull: Reading Comprehension
        Type: general
      – SubjectFull: Epistemology
        Type: general
      – SubjectFull: Difficulty Level
        Type: general
      – SubjectFull: Audience Awareness
        Type: general
      – SubjectFull: Cues
        Type: general
      – SubjectFull: Writing (Composition)
        Type: general
      – SubjectFull: Writing Skills
        Type: general
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      – TitleFull: The Epistemic Stance between the Author and Reader: A Driving Force in the Cohesion of Text and Writing
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            NameFull: McNamara, Danielle S.
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              Type: published
              Y: 2013
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            – TitleFull: Grantee Submission
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