Chapter 1 Introduction 1
1.1 Importance of and Reasons for Studying Critical Stance and Evaluation 4
1.2 The Necessity of Studying Critical Stance and Evaluation 8
1.3 Chinese Junior Scholars'Deficit in Stancetaking and Critical Literacy 10
1.4 Objectives of the Present Study 15
1.5 Outline of the Book 17
Chapter 2 Relevant Concepts 20
2.1 Academic Discourse 21
2.1.1 Definitions of Academic Discourse 21
2.1.2 Approaches to Academic Discourse 25
2.2 Academic Discourse Community 38
2.2.1 Discourse Community 39
2.2.2 Language Socialization into Academic Discourse Communities 40
2.2.3 Written Academic Discourse Socialization 42
2.3 Different Terminologies Related to Stance and Evaluation 44
2.3.1 Different Terminologies 45
2.3.2 Four Differences in Approaches Leading to Different Terminologies 55
2.3.3 Six Points of Consensus 59
Chapter 3 Review of Literature on Studies of Academic Discourse and on Stancetaking and Evaluation 64
3.1 Research Findings Based on the Prior Study of Academic Discourse 65
3.1.1 Academic Discourse,Structured for Persuasive Effect 66
3.1.2 Academic Discourse,Representing Discipline-specific Modes of Argument 68
3.1.3 Different Cultures,Different Academic Discourses 71
3.1.4 Academic Argument,Involving Interpersonal Negotiations 72
3.2 Prior Research Related to Critical Stance and Evaluation 75
3.2.1 Prior Research Related to Critical Stance and Evaluation Abroad 75
3.2.2 Prior Research Related to Critical Stance and Evaluation at Home 94
3.3 Identity—Proximity and Positioning 95
3.3.1 Discursive Construction of Identity 97
3.3.2 Hyland'S Concepts of Proximity and Positioning 98
Chapter 4 Research Design 103
4.1 The Pilot Study：MICUSP Data Comparison Across Different Disciplines and Between NS and NNS of English 104
4.2 The Corpus Construction 107
4.3 Analytical Framework 115
Chapter 5 Quantitative Results 119
5.1 Research Tools 119
5.2 Overt Evaluation 121
5.2.1 Evaluative Verbs and Modal Verbs(e.g.claim,suggest,assume,argue,disagree；should,must,need,can,and may) 122
5.2.2 Evaluative Adverbials(e.g.Fortunately,Unfortunately,Interestingly,Surprisingly,Arguably,presumably,and Unexpectedly) 144
5.2.3 Evaluative Nouns(e.g.problem,Difficulty,Achievement,Assumption,Claim,Failure,Success,and Challenge) 156
5.2.4 Evaluative Adjectives(e.g.Unusual,Strange,Atypical,weird,and Odd) 164
5.2.5 Authorial Selves：the Use of I,we,the Author and the Hortative Let Us/Lets 174
5.3 Less Overt Evaluation 212
Chapter 6 Qualitative Results 217
6.1 Questionnaires 217
6.2 Interviews 221
6.3 Focus Group Discussion 228
Chapter 7 Conclusions and Pedagogical Implications 233
7.1 Summary of the Major Findings 233
7.2 Conclusions 235
7.3 Critical Literacy Cultivation 245
7.4 Pedagogical Implications for ESL/EAP/EFL/EIL Instruction 248
7.5 New Directions in Academic Discourse Research 263
Appendices 266
Appendix 1：Questionnaire 287
Appendix 2：The Interview Questions 287
List of Tables and Figures 289
Bibliography 290
Index 294