Abstract
Citation, as an explicit marker of the social nature of the academic discourse, reflects writers' positioning vis-à-vis the cited scholars and anticipated readers and plays a crucial role in the construction and acceptance of claims in a research community. While most studies focused on the forms and functions of citations, few studies explored the authorial stance writers displayed in citations, and even fewer examined the citation practices of emerging scholars in engineering disciplines. Addressing these gaps, this article presents a corpus-based discourse analysis study that adopted an Appraisal Theory inspired citation analysis framework to investigate the stance-related citation patterns in engineering research articles written by doctoral students (n = 17) and published research article writers (n = 17). In-text citations were identified in part-genres (Introduction-Methods-Discussion) and analyzed for the expression of authorial stance by writer expertise. Findings revealed fairly consistent choices of citation forms in the two corpora, and writers were found to adapt their authorial stance and citation forms to the rhetorical needs of a part-genre. However, compared to experts’ more diverse and intricate citation and stance patterns, students relied on a more limited repertoire of strategies. The implications of findings on disciplinary writing research and pedagogy are discussed.
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