Abstract

The present study offers an alternative methodological approach to the growing body of literature on stance—the linguistic arrangements that construe a writer’s perspective on knowledge. A number of recent studies have concluded that control over linguistic stance tends to develop through college and that preferred markers of stance differ by discipline. We know relatively little, however, about how those patterns differ within and between individuals. This study uses a person-centered method, multilevel latent profile analysis, to determine how secondary students in the United States use typical markers of stance in their writing, and to what extent that use varies across texts. The analysis focuses on 338 informal responses produced by 27 rising high school seniors during a college access program. Findings point to wide variation in how students at this level use linguistic markers in their writing, and to the role of the larger instructional context in shaping stance in the informal response genre.

Journal
Written Communication
Published
2022-10-01
DOI
10.1177/07410883221107884
CompPile
Search in CompPile ↗
Open Access
Closed
Topics
Export

Citation Context

Cited by in this index (0)

No articles in this index cite this work.

References (60) · 12 in this index

  1. Anthony L. (2018). AntConc (Version 3.5.7) [Computer software]. Waseda University. https://www.laurenceanthon…
  2. Advances in latent variable mixture models
  3. 10.1057/9781137350466
  4. Journal of Writing Analytics
  5. Written Communication
Show all 60 →
  1. How students write: A linguistic analysis
  2. 10.1016/j.jeap.2017.01.005
  3. Written Communication
  4. Fforum: Essays on theory and practice in the teaching of writing
  5. 10.2307/378428
  6. 10.2307/j.ctt46nxp6
  7. Research in the Teaching of English
  8. Assessing Writing
  9. 10.1075/wll.5.2.06ber
  10. 10.1075/scl.23
  11. 10.1017/CBO9780511804489
  12. Apprenticeship in textual conversation: A mixed methods study of student writing in a college access seminar
  13. 10.1007/s10869-017-9491-z
  14. Research in the Teaching of English
  15. Academic writing: At the interface of corpus and discourse
  16. 10.1177/1474022207084882
  17. Written Communication
  18. 10.1016/j.system.2017.06.010
  19. 10.1007/s11145-013-9489-5
  20. 10.1002/tl.6901
  21. 10.1080/08957347.2016.1138959
  22. College Composition and Communication
  23. Language and Linguistics
  24. 10.3366/cor.2015.0068
  25. 10.1016/j.jeap.2016.03.002
  26. 10.3366/cor.2013.0040
  27. 10.1080/10705511003659342
  28. Metadiscourse: Exploring interaction in writing
  29. 10.1093/applin/amm011
  30. 10.1017/S0261444808005235
  31. 10.1016/S1060-3743(97)90033-3
  32. 10.1057/9781137030825
  33. 10.1111/lang.12198
  34. Written Communication
  35. 10.1016/j.jeap.2016.05.006
  36. 10.1093/applin/amy012
  37. 10.1016/j.jslw.2016.06.004
  38. 10.1007/978-3-642-01044-6_22
  39. 10.1177/1094428118760690
  40. Assignments across the curriculum: A national study of college writing
  41. 10.1080/10705511.2014.919825
  42. Mplus: Statistical analysis with latent variables: User’s guide
  43. 10.1017/9781009030199
  44. Assessing Writing
  45. Agents of integration: Understanding transfer as a rhetorical act
  46. 10.1023/A:1008981510081
  47. 10.3366/cor.2011.0011
  48. Researching language in schools and communities: Functional linguistic perspectives
  49. 10.1017/CBO9780511609664.008
  50. Everyday genres: Writing assignments across the disciplines
  51. 10.1016/j.jvb.2020.103445
  52. Written Communication
  53. 10.1016/j.jsp.2016.10.001
  54. 10.1177/0962280207081238
  55. Written Communication