Epistemic positioning by science students and experts: a divide by applied and pure disciplines
Author:
Affiliation:
1. School of Foreign Languages, Hubei University , Wuhan , China
2. School of Foreign Languages Education, Jilin University , Changchun , China
Abstract
Funder
Research Project of Innovation in Chinese Modernisation and Mankind Civilisation granted by Jilin University
Project of Postgraduate Education Reform by Jilin University
Project of Humanities and Social Sciences by Jilin Office of Education
Project of Social Science Research of Jilin Province
Publisher
Walter de Gruyter GmbH
Subject
Linguistics and Language,Language and Linguistics
Link
https://www.degruyter.com/document/doi/10.1515/applirev-2021-0203/pdf
Reference42 articles.
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3. Aull, Laura. 2015. First-year university writing: A corpus-based study with implications for pedagogy. New York: Palgrave Macmillan.
4. Aull, Laura & Zak Lancaster. 2014. Linguistic markers of stance in early and advanced academic writing a corpus-based comparison. Written Communication 31(2). 151–183. https://doi.org/10.1177/0741088314527055.
5. Becher, Tony. 1994. The significance of disciplinary differences. Studies in Higher Education 19(2). 151–161. https://doi.org/10.1080/03075079412331382007.
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