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Academic posters

A textual and visual metadiscourse analysis


Larissa D’Angelo

This volume presents a cross-disciplinary analysis of academic poster presentations, taking into consideration the text and visuals that posters display depending on the discipline within which they are created. As the academic poster is a multimodal genre, different modal aspects have been taken into consideration when analysing it, a fact that has somehow complicated the genre analysis conducted, but has also stimulated the research work involved and, in the end, provided interesting results.
The analysis carried out here has highlighted significant cross-disciplinary differences in terms of word count, portrait/landscape orientation and layout of posters, as well as discipline and subdiscipline-specific patterns for what concerns the use of textual interactive and interactional metadiscourse resources and visual interactive resources.
The investigation has revealed what textual and visual metadiscourse resources are employed, where and why, and as a consequence, what textual and visual metadiscourse strategies should be adopted by poster authors depending on the practices and expectations of their academic community.
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Chapter 5: Results and analysis by subcorpora


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Chapter 5:  Results and analysis by subcorpora

5.1  Introduction

The present chapter analyses the textual interactive and interactional resources and the visual interactive resources found in the discipline and subdisciplines considered: High Energy Particle Physics, Law, and Clinical Psychology. As explained in Chapter 2 (Section 2.6.2), all types of communication, whether spoken or written, are characterised by an interactive and interactional dimension, expressed through a range of rhetorical features. Interactive features (i.e. transitions, frame markers, endophoric markers, evidentials, and code glosses) help the reader understand the development of the text, whereas interactional features (i.e. engagement markers, hedges, boosters, attitude markers and self-mentions) are used mainly to engage and interact with the reader throughout the text. After a general analysis of the corpus of posters collected, I discuss the textual interactive and interactional resources found in each subcorpus, followed by the visual interactive resources utilised by poster authors. Throughout this chapter I will draw on examples from the corpus. Metadiscourse resources will be highlighted in examples from the corpus, by using italics. Each discipline and subdiscipline involved shows a different distribution of textual interactive and interactional resources and different trends in the use of visual interactive resources. An interdisciplinary comparison between the use and occurrence of textual and visual metadiscourse will be carried out in Chapter 6. ← 149 | 150 →

5.2  Textual and visual analysis of the High Energy Particle Physics subcorpus

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