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Lista de candidatos sometidos a examen:
1) stance (*)
(*) Términos presentes en el nuestro glosario de lingüística

1) Candidate: stance


Is in goldstandard

1
paper CL_LiteraturayLingüísticatxt512 - : Recurrent words in the data such as “I really liked,”“I loved,” and “I felt,” clearly portrayed the aesthetic stance that readers experienced during the reading transaction. They admitted having responded emotionally through feelings of joy, pleasure, pain, and sadness when they said that they had developed aesthetic sensibility to poetical structure and figurative language in class discussions. For instance, learners commented that the poem “Farewell” (^[89]Dickinson, 1961) included a beautiful metaphor in which death was compared to an “eternal trip on horses” or to a “carriage pulled by horses” (Field notes, February 22) in the verses: “Then I am ready to go!/Just a look at the horses-Rapid! That will do!” (Dickinson, p . 279). Similarly, aesthetic pleasure was detected when learners discussed “Song of my Self” (^[90]Whitman, 2006) specifically with the verse “The pleasures of heaven are with me, and the pains of hell are with me” (p. 24). For the learners, “pleasures

2
paper CL_LiteraturayLingüísticatxt581 - : Chang, P. & Schleppegrell, M. (2011). Taking an effective authorial stance in academic writing: Making the linguistic resources explicit for L2 writers in the social sciences . Journal of English for Academic Purposes, 10(3), 140-151. [104]https://doi.org/10.1016/j.jeap.2011.05.005 [ [105]Links ]

3
paper CO_ColombianAppliedLinguisticsJournaltxt72 - : Ferreiro (1994) asserts that learners need to develop certain cognitive skills in order to deal with written marks. As children do not invent new symbols but interpret the relationship between written strings and oral language, they need to identify language elements including their properties and relations. From a cognitive stance and building on the SCM model, this means that children need to develop certain basic operations to engage in the literacy process: identification, comparison, differentiation, decoding and analysis .

4
paper CO_ColombianAppliedLinguisticsJournaltxt188 - : This interaction with C-teacher 4 and his own ideas about the public school led student 7 to take a particular stance towards this process as he implemented his project, expressing his discontent and hopelessness and revealing a short-sighted image as a teacher and as an educator:

5
paper CO_ColombianAppliedLinguisticsJournaltxt188 - : This triad showed again how personal decisions and choices, based on experiences and ideas, affect the processes of professional learning. Even though student 7 had some spaces to talk about language learning and the teaching process, and research in more holistic ways, the view of C-teacher 4 prevailed and he took up a stance that rendered him hopeless of a better relationship with teaching in public schools:

6
paper CO_ColombianAppliedLinguisticsJournaltxt157 - : Next, the writer introduces Nana's utterances by the use of a verbal process "said," which could be regarded as uninformative without a performative gloss. This choice in wording to present the authorial stance for labelling the speaker's act increases tension since her first utterance is in sharp contrast with "said":

7
paper CO_FormayFuncióntxt52 - : qua non of the usefulness in research of a critical tool or of critical terms is replicability and transfer, both of which seem problematic in the case of extending Venuti's arguments" (ibid). Besides, one can initially think that Venuti's approach is descriptive, but, as Tymoczko maintains, "ultimately his approach is a normative one, and a highly rigid and autocratic approach to norms at that, making ultimate appeal to his own view of politics rather than the methods or contexts of translation" (ibid, p. 39). Tymoczko explains Venuti's normative stance as follows: his view about "foreignizing and resistant translation is highly specific in its cultural application ; it pertains to translation in powerful countries in the West in general and in the United States in particular" (ibid). He does not offer a transitive theory that can be used in smaller countries, lower in the "hierarchies of economic and cultural prestige and power. In this sense his approach is not applicable to translation

8
paper CO_FormayFuncióntxt20 - : In the first case the two authors (a man and a Woman) have agreed to use the singular and plural masculine forms with an explicit recognition that both men and women alike are included therein. In the second case, the author explains that he will use in his book exclusively the masculine forms because of linguistic and text economy, linguistic feeling and aesthetics. Then he introduces his ideological stance: despite the fact that translation is worldwide a predominantly female profession, he is against the extreme solution of (totally ) feminizing the (German) name used to designate it. And then he asks if taking into account our social and economic reality, the labelling of translation as a (purely) "womens'profession" would do nothing to favour the status of the profession (and its income level) at large. We think that the author reflects here on the well-known paradoxically unequal work situation, where women doing the same job as men are overtly paid less.

9
paper CO_Lenguajetxt188 - : Based on the experience and observation of contemporary common French language during a linguistic stay of almost three years in Paris (as a Colombian native Spanish speaker), we noticed the use of a set of names to refer to what is defined in the common language as male "homosexual". In this case, our interest is in the practices of naming, concerning male subjects that, in a way, do not fit into the socially imposed heterosexual norm. After defining 30 occurrences of the name-calling for the non-heteronomative male subject in contemporary common French, we studied them from a pragmatic and a praxematic angle, which has appealed to the “epilinguistic knowledge” and the “linguistic feeling” of 50 speakers of the contemporary French from Paris. This epistemological stance allowed us to highlight fundamental characteristics of this phenomenon, such as: the trivialization of the nomination of subjects in mention ; the sexualization and pathologization of non-heteronormative behaviours; the

10
paper CO_Íkalatxt237 - : Embedded in this type of work were various tenets of situated learning, including legitimate peripheral participation (LPP) (^[53]Lave & Wenger, 1991; ^[54]Brown, Collins & Duguid, 1989), which demands, in short, authentic activities that might enable participants to acquire, develop, and use cognitive tools-for this programme akin to the whole range of dimensions-that would eventually turn teacher-participants from newcomers into old-timers within the community of practice (^[55]Lave & Wenger, 1991; ^[56]Brown, Collins & Duguid, 1989). Learning from this stance is thus perceived as part of social practice: “learning is an integral part of generative social practice in the lived-in world” (^[57]Lave & Wenger, 1991, p . 35). Therefore, the three LPP constituents represent three quintessential and indissoluble conditions for situated learning to happen: a) sense of ownership and community engagement; b) “multiple, varied, more- or less-engaged and -inclusive ways of being located in the fields

11
paper corpusSignostxt565 - : ^6Cita completa: “Intersubjectivity is the explicit expression of the SP/ W’s [speaker/writer] attention to the ‘self ’ of the addressee/ reader in both an epistemic sense (paying attention to their presumed attitudes to the content of what is said), and in a more social sense (paying attention to their ‘face’ or ‘image needs’ associated with social stance and identity)” (^[189]Traugott, 2003: 18, citado en ^[190]De Cock 2013: 14 ).

12
paper corpusSignostxt598 - : After this clarification, and turning again to the definitions of modality presented above, we highlight in all of them the evaluative and qualifying use of the proposition that the modal particle accompanies to make it more precise. Thus, the speaker’s perception according to that proposition is captured in the modal form used to express, for example, obligation or probability. This evaluative dimension of modality implies that its analysis can be framed within what are called perspective studies or, in English, stance, as noted by ^[49]Alonso-Almeida (2015a: 2):

13
paper corpusSignostxt283 - : Within this framework, Appraisal has been defined as " [...] the semantic resources used to negotiate emotions, judgments and valuations, alongside resources for amplifying and engaging with these evaluations" (Martin, 2000: 145). This theory was developed with the main purpose of analyzing the resources of intersubjective stance (White, 2003a) and to trace:

14
paper corpusSignostxt282 - : Within this framework, Appraisal has been defined as " [...] the semantic resources used to negotiate emotions, judgments and valuations, alongside resources for amplifying and engaging with these evaluations" (Martin, 2000: 145). This theory was developed with the main purpose of analyzing the resources of intersubjective stance (White, 2003a) and to trace:

15
paper corpusSignostxt514 - : Mur Dueñas, M. P. (2003/2004). Analysing stance in American and Spanish business management RAs: The case of sentence-initial ‘retrospective labels’ . Journal of English Studies, 4, 137-154. [ [408]Links ]

16
paper corpusSignostxt596 - : “Metadiscourse functions on a referential, informational plane when it serves to direct readers on how to understand the author's purposes and goals, and the primary message by referring to its content and structure. The referring can be on a global or local level. Metadiscourse functions on an expressive or attitudinal plane when it serves to direct readers how to 'take' the author, that is, how to understand the author's perspective or stance toward the content or the structure of the primary discourse” (^[55]Crismore, 1984: 282 ).

17
paper corpusSignostxt488 - : These attitudes regarding loanwords are also subject to regional variation. In the case of Spanish, the peninsular European variety of the language tends to be more conservative in its stance towards foreignisms -although it constantly creates pseudo-Anglicisms, such as ‘gin tonic’ instead of ‘gin and tonic’ (^[48]Rodríguez González, 2013) -while its many varieties spoken in America are far more open to the wholesale integration of meaning and form directly from other languages, especially English. In Mexican Spanish, and in many other Latin American varieties of the language, for instance, ‘laptop’ is most commonly used with the feminine article, una/la laptop (^[49]Rodríguez González, 2017 ), and is perfectly acceptable and used by people of all ages. In Peninsular Spanish, however, ordenador portátil, or just portátil, are the most common ways to refer to a ‘portable computer.’

18
paper corpusSignostxt597 - : Moskowich, I. (2017b). Pronouns as stance markers in the Coruña Corpus: An analysis of the CETA, CEPhiT and CHET . En F. Alonso-Almeida (Ed.), Stancetaking in Late Modern English Scientific Writing. Evidence from the Coruña Corpus. Colección Scientia [Applied Linguistics] (pp. 73-91). Valencia: Editorial Universitat Politècnica de València. [ [92]Links ]

Evaluando al candidato stance:


2) resources: 7
5) translation: 5 (*)
7) author: 5
8) linguistic: 5 (*)
9) learning: 5
17) learners: 4 (*)
18) explicit: 3
19) profession: 3
20) ibid: 3

stance
Lengua: eng
Frec: 429
Docs: 197
Nombre propio: 1 / 429 = 0%
Coocurrencias con glosario: 3
Puntaje: 3.652 = (3 + (1+5.35755200461808) / (1+8.74819284958946)));
Rechazado: muy disperso;

Referencias bibliográficas encontradas sobre cada término

(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)
stance
: *Dafouz, E., Nuñez, B., & Sancho, C. (2007). Analysing stance in a CLIL university context: Non-native speaker use of personal pronouns and modal verbs. International Journal of Bilingual Education and Bilingualism, 647-662.
: 12. Hunston, S. y Thompson, G. (coords.). (2000). Evaluation in text. Authorial stance and the construction of discourse. Oxford: Oxford University Press.
: 15. Hyland, K. (2000). Disciplinary discourses: Writer stance in research articles. En C. Candlin & K. Hyland (Eds.), Writing texts, processes and practice (pp. 99-121). London, Longman.
: 23. Channel, J. (2000). Corpus-based analysis of evaluative lexis. En S. Hunston y G. Thompson (coords.), Evaluation in text: Authorial stance and the construction of discourse (pp. 38-55). Oxford: Oxford University Press.
: 25. Hyland, K. (2005). Stance and engagement: A model of interaction in academic discourse. Discourse Studies, 7 ( 2), 173-192.
: 26. Thompson, G. y Hunston, S. (2000). Evaluation: An introduction. En G. Thompson y S. Hunston (coords.), Evaluation in text. Authorial stance and the construction of discourse (pp. 1-27). Oxford: Oxford University Press.
: 27. Oropeza-Escobar, Minerva. 2011. Represented discourse, resonance and stance in joking interactions in Mexican Spanish. Amsterdam: John Benjamins.
: 34. Shiro, Martha. 1997. Getting the story across: A discourse analysis approach to evaluative stance in Venezuelan children’s narratives. Cambridge, Massachusetts: Universidad de Harvard. [Tesis de doctorado].
: 40. Shiro, Martha. 2008. Narrative stance in Venezuelan children´s stories. En Allyssa McCabe, Alison Bailey y Gigliana Melzi (eds.), Research on the development of Spanish language narratives, 213-236. Cambridge: Cambridge University Press.
: 43. Hunston, S. y Thompson, G. (coords.). (2000). Evaluation in text. Authorial stance and the construction of discourse. Oxford: Oxford University Press.
: 48. White, P. R. (2003). Beyond modality and hedging: A dialogic view of the language of intersubjective stance. Text, 23(2). Special Issue. Negotiating Heteroglossia: Social Perspectives on Evaluation, 259-284.
: 61. Shiro, M. (2004). Expressions of epistemic modality and construction of narrative stance in Venezuelan children’s narratives. Psychology of Language and Communication, 8(2), 35-56.
: 7. Biber, D. y Finegan, E. (1989). Styles of stance in English: Lexical and grammatical marking of evidentiality and affect. Text, 9(1), 93-124.
: 72. Thompson, G. y Hunston, S. (2000). Evaluation: An introduction. En S. Hunston y Thompson, G. (coords.), Evaluation in text: Authorial stance and the construction of discourse (pp. 1-27). Oxford: Oxford University Press.
: Alonso-Almeida, F. (2012). Sentential evidential adverbs and authorial stance in a corpus of English computing articles. Revista de Lingüística y Lenguas Aplicadas 7, 9-21.
: Aull, L. & Lancaster, Z. (2014). Linguistic markers of stance in early and advanced academic writing: A corpus-based comparison. Written Communication, 31(2), 151-183. [96]https://doi.org/10.1177/0741088314527055
: Babel, Anna M. 2009. Dizque, evidentiality, and stance in Valley Spanish. Language in Society. 38, 487-511. [28]https://doi.org/10.1017/s0047404509990236.
: Baratta, A. (2009). Revealing stance through passive voice. Journal of Pragmatics, 41, 1406-1421.
: Barton, E. L. (1993). Evidentials, argumentation, and epistemological stance. College English, 55, 745-769
: Berman, R., Ragnarsdóttir, H. & Strömqvist, S. (2002). Discourse stance. Written Languages and Literacy, 5, 255-290.
: Biber, D. & Finegan, E. (1989). Styles of stance in English: Lexical and grammatical marking of evidentiality and affect. Text, 9(1), 93-124.
: Biber, D. (2006). Stance in Spoken and Written University Registers. Journal of English for Academic Purposes, 5(2), 97-116.
: Biber, D., & Finegan E. (1988). Adverbial stance types in English. Discourse Processes, 11, 1-34.
: Biber, D., & Finegan, E. (1989). Styles of Stance in English: Lexical and Grammatical Marking of Evidentiality and Affect. Text, 9(1), 93-124.
: Bondi, M. (2002). Attitude and episteme in academic discourse: Adverbials of stance across genres and moves. Textus, 15(2), 249-264.
: Bruce, I. (2016). Constructing critical stance in University essays in English literature and sociology. English for Specific Purposes, 42, 13-25.
: Chang, P. & Schleppegrell, M. (2011). Taking an effective authorial stance in academic writing: Making the linguistic resources explicit for L2 writers in the social sciencies. Journal of English for Academic Purposes, 10, 140-151.
: Channel, Joanna, (2000). "Corpus-based analysis of evaluative lexis". In.: Hunston, S. e Thompson, G. (Eds.), Evaluation in Text: Authorial Stance and the Construction of Discourse, Oxford: Oxford University Press, p. 39-65.
: Charles, M. (2003). ‘This mystery...’: A corpus-based study of the use of nouns to construct stance in theses from two contrasting disciplines. Journal of English for Academic Purposes, 2(4), 313-326.
: Charles, M. (2006). The Construction of Stance in Reporting Clauses: A Cross-disciplinary Study of Theses. Applied Linguistics, 27(3), 492-518.
: Clift, R. (2006). Indexing stance: Reported speech as an interactional evidential. Journal of Sociolinguistics, 10(5), 569-95.
: Cochran-Smith, M. & Lytle, S. (2009). Inquiry as Stance: Practitioner Research for the Next Generation. New York, NY: Teachers College Press.
: Cochran-Smith, M., & Lytle, S. L. (2001). Beyond certainty: Taking an inquiry stance on practice. In A. Lieberman, & L. Miller (Eds.), Teachers caught in the action: Professional development that matters. New York, NY: Teachers College Press.
: Cochran-Smith, M., & Lytle, S. L. (2009). Inquiry as stance: Practitioner research for the next generation. New York: Teachers College Press.
: Conrad, S. & Biber, D. (2001). Adverbial marking of stance in speech and writing. En S. Hunston & G. Thompson (Eds.), Evaluation in Text. Authorial Stance and the Construction of Discourse (pp. 56-73). Oxford: Oxford University Press .
: Crosthwaite, P., Cheung, L., y Jiang, F. K. (2017). Writing with attitude: Stance expression in learner and professional dentistry research reports. English for Specific Purposes, 46, 107-123. [342]https://doi.org/10.1016/j.esp.2017.02.001
: Du Bois, J.W. (2007). The stance triangle. En R. Englebretson (Ed.), Stancetaking in Discourse Subjectivity, evaluation, interaction (pp. 139-182). Doi: 10.1075/pbns.164.07du.
: Economou, D. (2014). Telling a different story. Stance in verbal-visual displays in the news. En E. Djonov y S. Zhao (Eds.), Critical multimodal studies of popular discourse (pp. 181-201). New York and London: Routledge.
: Fløttum, K. (2012). Variation of Stance and Voice across Cultures. En K. Hyland y C. Guida(Eds.), Stance and Voice in Written Academic Genres (pp. 218-231). Londres, Inglaterra: Palgrave Macmillan.
: Fontana, A., & Frey, J. (2005). The interview: From neutral stance to political Involvement (3ra ed.). Thousand Oaks: Sage Publishing.
: Furneaux, C., Paran, A., y Fairfax, B. 2007. “Teacher stance as refiected in feedback on student writing: An empirical study of secondary school teachers in five countries”. En International Review of Applied Linguistics in Language Teaching (IRAL), 45 (1), pp. 69-94.
: Furneaux, Clare; Paran, Amos, and Fairfax, Beverly. (2007). Teacher stance as reflected in feedback on student writing: An empirical study of secondary school teachers in five countries. IRAL, 45, 69-94.
: Gardner, R. (2002). When listeners talk: Response tokens and listener stance. Amsterdam, Netherlands: John Benjamins.
: Goodwin, C. (2007). Participation, stance and affect in the organization of activities. Discourse & Society, 18(1), 53-73.
: Gray, B. & Biber, D. (2012). Current conceptions of stance. En K. Hyland & C. Sancho (Eds.), Stance and voice in written academic genres (pp. 15-32). Londres: Palgrave.
: Hasselgård, H. (2009b). Thematic choice and expressions of stance in English argumentative texts by Norwegian learners. In K. Aijmer (Ed.), Corpora and language teaching (121-139). Amsterdam/Philadelphia: John Benjamins.
: Ho, S. (2009). Addressing culture in EFL classrooms: The challenge of shifting from a traditional to an intercultural stance. Electronic Journal of Foreign Language Teaching, 6(1), 63-76. Available at [79]http://e-flt.nus.edu.sg/archive/v6n12009.htm.
: Hoey, M. (1999). Persuasive Rhetoric in Linguistics: A Stylistic Study of some Features of the Language of Noam Chomsky. En S. Hunston y G. Thomson (Eds.), Evaluation in Text: Authorial Stance and the Construction of Discourse (pp. 28-37). Oxford: Oxford University Press.
: Hood, S. (2004). Appraising research: Taking a stance in academic writing. Tesis doctoral, University of Technology, Sydney, Australia.
: Hood, S. (2012). Voice and stance as appraisal: Persuading and positioning in research writing across intellectual fields. En K. Hyland & C. Sancho Guinda (Eds.), Stance and voice in academic genres (pp. 51-68). New York: Palgrave Macmillan.
: Hood, Susan. 2004. Appraising research: Taking a stance in academic writing. Tesis doctoral. Sidney: Universidad de Sidney.
: Hunston, S. & Sinclair, J. (2000). A local grammar of evaluation. En S. Hunston & G. Thompson (Eds.), Evaluation in Text: Authorial Stance and the Construction of Discourse (pp. 74-101). Oxford: Oxford University Press.
: Hunston, S. (2000). Evaluation in text: Authorial stance and the construction of discourse. London: Oxford University Press (edited with C. Thompson).
: Hunston, S., & Sinclair, J. (2000). A local grammar of evaluation. En S. Hunston & G. Thompson (Eds). Evaluation in Text: Authorial Stance and the Construction of Discourse, (pp. 74-101). Oxford, UK: OUP.
: Hunston, S., & Thompson, G. (2000). Evaluation in Text. Authorial Stance and the Construction of Discourse. New York, USA: Oxford University Press.
: Hyland, K. & Sancho Guinda, C. (2012). Stance and Voice in Academic Writing. London: Palgrave-MacMillan .
: Hyland, K. & Tse, P (2005). Evaluating that Constructions: Signalling Stance in Research Abstracts. Functions of Language, 12(1), 39-64.
: Hyland, K. (1999). Disciplinary discourses: Writer stance in research articles. En C. Candlin & K. Hyland (Eds.), Writing texts, processes and practice (pp. 99-121). London: Longman.
: Hyland, K. (2005). Stance and Engagement: A Model of Interaction in Academic Discourse. Discourse Studies, 7(2), 173-192.
: Hyland, K. (2012). Undergraduate Understandings: Stance and Voice in Final Year Reports. En K. Hyland y C. Guida (Eds.), Stance and Voice in Written Academic Genres (pp. 134-150). Londres, Inglaterra: Palgrave Macmillan.
: Hyland, K. (2016). Writing with Attitude: Conveying a Stance in Academic Texts. In E. Hinkel Teaching English Grammar to Speakers of Other Languages (pp. 246-265). London: Routledge.
: Hyland, K., y Tse, P. (2005). Evaluative that constructions: Signalling stance in research abstracts. Functions of Language, 12(1), 39-63. doi: 10.1075/fol.12.1.03hyl.
: Hyland, Ken. (2005). Stance and engagement: a model of interaction in academic discourse. Discourse Studies, 7, 173-192.
: In reformulation a new unit is introduced as a restatement of the old unit to frame it from a different stance, elaborate on it, or add emphasis to it. Reformulations are classified into two types: expansions and reductions ^[66]Hyland (2007).
: Lancaster, Z. (2016). Expressing stance in undergraduate writing: Discipline-specific and general qualities. Journal of English for Academic Purposes, 23, 16-30. [130]https://doi.org/10.1016/j.jeap.2016.05.006
: Martin, J. (2000). Beyond Exchange. APPRAISAL systems in English. En, S. Hunston & G. Thompson (Eds.). Evaluation in Text: Authorial Stance and the Construction of Discourse (pp. 142-175). New York, USA: Oxford University Press.
: Marín Arrese, J. I. (2009). Effective vs. epistemic stance, and subjectivity/intersubjectivity in political discourse. A case study. In A. Tsangalidis & R. Facchinetti (Eds.), Studies on English modality. In honour of Frank R. Palmer (pp. 23-52). Bern: Peter Lang .
: Matsuda, P. & Jeffery, J. (2012). Voice in student essays. En K. Hyland & C. Sancho Guinda (Eds.), Stance and voice in academic discourse (pp. 151-156). Basingstoke, UK: Palgrave Macmillan.
: Moskowich, I. & Crespo, B. (2014). Stance in present scientific writing, indeed. Evidence from the Coruña Corpus of English scientific writing. TOKEN. A Journal of English Linguistics, 3, 91-113.
: Mur Dueñas, P. (2003). Analysing stance in American and Spanish Business Management RAs: The case of sentence initial retrospective labels. Journal of English Studies, 4, 137-154.
: Mushin, I. (2001). Evidentiality and Epistmological Stance. Ámsterdam, Netherlands: Narrative Retelling.
: Mushin, Ilana 2001 Evidentiality and epistemological stance: narrative retelling. Amsterdam/Philadelphia: John Benjamins Publishing Company. [44]https://doi.org/10.1075/pbns.87.
: Paris, D. (2012). Culturally sustaining pedagogy: A needed change in stance, terminology, and practice.Educational Researcher , 41(3), 93-97. [173]https://doi.org/10.3102/0013189X12441244
: Pho, P (2013). Authorial Stance in Research Articles: Examples from Applied Linguistics and Education Technology. New York: Palgrave MacMillan.
: Pho, P. (2008). Research Article Abstracts in Applied Linguistics and Educational Technology: A Study of Linguistic Realizations of Rhetorical Structure and Authorial Stance. Discourse Studies, 10(2), 231-250.
: Pho, P. (2013). Authorial stance in research articles: Examples from ap- plied linguistics and educational technology. London: Palgrave Macmillan.
: Pho, P. D. (2008). Research article abstracts in applied linguistics and educational technology: A study of linguistic realizations of rhetorical structure and authorial stance. Discourse Studies, 10(2), 231-250.
: Pho, P. D. (2013). Authorial stance in research articles: Examples from applied linguistics and educational technology. uk: Palgrave Macmillan. [169]https://doi.org/10.1057/9781137032782
: Reilly, J., Zamora, A. & McGivern, T. (2005). Acquiring perspective in English: The development of stance. Journal of Pragmatics, 37, 185-208.
: Shiro, Martha. 2008. Narrative stance in Venezuelan children´s stories, en A. McCabe, A. Bailey y G. Melzi (eds.), Spanish-language narration and literacy: culture, cognition and emotion, Cambridge, Cambridge University Press: 213-236.
: Short, K. G. (2009). Inquiry as stance on curriculum. In S. Davidson & S. Carber (Eds.), Taking the PYP forward (pp. 11-26). Woodbridge, UK: John Catt Educational Ltd.
: Spires, H. A., Huntley-Johnston, L. & Huffman, L. E. (1993). Developing a critical stance toward text through reading, writing and speaking. Journal of Reading, 37(2), 114-122.
: Stivers, T. (2008). Stance, alignment, and affiliation during storytelling: When nodding is a token of affiliation. Research on Language & Social Interaction, 41(1), 31-57. [193]https://doi.org/10.1080/08351810701691123
: Thompson, G. & Hunston, S. (2000). Evaluation in text: Authorial stance and the construction of discourse. Oxford, Nueva York: Oxford University Press.
: Thompson, P. (2012). Achieving a voice of authority in PhD theses. En K. Hyland & C. Sancho (Eds.), Stance and voice in written academic genres (pp.119-133). Nueva York: Palgrave Macmillan.
: Uccelli, P. Dobbs, C. L. & Scott, J. (2013). Mastering academic language: Organization and stance in the persuasive writing of high school students. Written Communication, 30(1), 36-62. DOI: 10.1177/0741088312469013
: Vertommen, B., Vandendaele, A., & Van Praet, E. (2012). Towards a multidimensional approach to journalistic stance. Analyzing foreign media coverage of Belgium. Discourse, Context & Media, 1, 123-134.
: White P.R.R. (2003a). Beyond modality and hedging: A dialogic view of the language of intersubjective stance. Text [special issue on Appraisal], 23(2), 259-284.
: White, P. (2002). Appraisal: The language of evaluation and stance. En J. Verschueren, J. Östman, J. Blommaert & C. Bulcaen (Eds.), The handbook of pragmatics (pp. 1-27). Amsterdam: John Benjamins.
: White, P. (2003). Beyond modality and hedging: A dialogic view of the language of intersubjective stance. Text, 23 (2), 259-284.
: White, P. R. R. (2002). Appraisal: The language of evaluation and stance. En J. Verschueren, J. O. Östman, J. Blommaert & Chris Bulcaen (Eds.), Handbook of Pragmatics (pp.1-27). Ámsterdam: John Benjamins.
: White, P. R. R. (2003). Beyond modality and hedging: A dialogic view of the language of intersubjective stance. Text - Special Edition on Appraisal, 259-284.
: White, P.P.R. (2002). Appraisal: The language of attitudinal evaluation and intersubjective stance [on line]. Retrieved from: [185]www.grammatics.com/Appraisal
: Wu, S. (2006). Creating a Contrastive Rhetorical Stance: Investigating the Strategy of Problematization in Students’ Argumentation. Regional Language Centre Journal, 37(3), (pp. 329-353). doi: 10.1177/0033688206071316.
: Xiaoyu, X. (2017). An analysis of stance and voice in research articles across Chinese and British cultures using the appraisal framework. Doctoral dissertation, Coventry University, Gran Bretaña.
: Zareva, A. (2012). Expression of stance and persuasion in student academic presentations. In G. Mininni & A. Manuti (Eds.). Applied psycholinguistics (Vol. II; pp. 316-323). Milano, Italy: Franco Angeli.
: Zareva, A. (2012). Expression of stance and persuasion in student academic presentations.Applied Psycholinguistics, 2, 316-323.
: _____ . 2000. "Beyond exchange: Appraisal systems in English". En Evaluation in text: Authorial stance and the construction of discourse. Eds. Susan Hunston y Geoff Thompson. Oxford: Oxford University Press, pp. 142-175.