Despite a spate of interest in the study of the Introductions of scholarly articles, the focal genre of knowledge construction, research is yet to reach conclusive answers on the nature of this genre. Thus, the present study analyzed research article Introductions, aiming to explore how the process of knowledge construction is achieved by Iranian and international writers of English research articles. The research investigated the ways by which Iranian writers apply evaluative stance as they construct an argument for their own research. To this end, the researchers, initially, analyzed 80 research article Introductions to find the instances of explicit Attitude and then to spot the Graduation resources that grade explicit Attitude. The results conspicuously revealed that the international writers, compared to the Iranian writers, tended to apply a greater proportion of explicit Attitude and Graduation resources. Lack of variety to grade explicit Attitude in the process of constructing an argument within the Introduction section of the Iranian English articles might indicate that, at least, some of these articles did not completely conform to the conventions of discourse community.
Jalilifar, A., Hayati, A. M., & Mashhadi, A. (2012). Evaluative Strategies in Iranian and International Research Article Introductions: Assessment of Academic Writing. Journal of Research in Applied Linguistics, 3(1), 81-109.
MLA
Alireza Jalilifar; A. Majid Hayati; Amir Mashhadi. "Evaluative Strategies in Iranian and International Research Article Introductions: Assessment of Academic Writing". Journal of Research in Applied Linguistics, 3, 1, 2012, 81-109.
HARVARD
Jalilifar, A., Hayati, A. M., Mashhadi, A. (2012). 'Evaluative Strategies in Iranian and International Research Article Introductions: Assessment of Academic Writing', Journal of Research in Applied Linguistics, 3(1), pp. 81-109.
VANCOUVER
Jalilifar, A., Hayati, A. M., Mashhadi, A. Evaluative Strategies in Iranian and International Research Article Introductions: Assessment of Academic Writing. Journal of Research in Applied Linguistics, 2012; 3(1): 81-109.
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