"Strengthening Connections with the Audience: Reformation and Exemplification in Mathematics Research Articles"

Kristy Lesperance

Kristy was in her third year of undergraduate studies at the University of British Columbia when this essay was originally written, studying Mathematics under the faculty of Arts. The paper was written for an upper-level, intensive research and scholarly writing course using corpus analysis to investigate discursive features of literature from the student’s chosen major.

Contents

Introduction

Mathematics in Discourse Analysis

Method

Results & Discussions 

Results & Discussions Cont.

Conclusion

Works Cited

Conclusion

Findings from the present study reinforce the notion that salient differences exist between hard and soft disciplines; however, they also suggest that there is a finer complexity to the issue and that merely grouping the works of an entire discipline together, regardless of audience, may not provide the complete picture. My findings align with the notion briefly touched upon by Becher (1994), that “an understanding of the characteristics of such subspecialisms is essential to an appreciation not only of their parent disciplines but also of interdisciplinarity” (p. 152). The present analysis also suggests that an author’s perception of, and attention to, audience may have varying consequences for his or her writing strategies, depending on particular sub-disciplines. This was indicated by a greater use of exemplification in mathematics education articles, compared to a greater use of reformulation in theoretical mathematics research. In writing for academic purposes, an increased attention to audience may help students who are seeking entrance into a particular sub-disciplinary niche to establish more coherent connections and formulate more persuasive arguments.