academic discourse, metadiscourse, undergraduate textbook

The paper aims to compare two genres of academic discourse, undergraduate textbook and research article, and their role in the process of the negotiation and accreditation of scientific knowledge. Drawing on the concept of metadiscourse, it aims to compare metadiscursive features used in the two genres within one discipline - applied linguistics. Several approaches to metadiscourse will be presented and compared (especially the so-called ?narrow? and ?broad? approach as identified by A. Mauranen). The analysis draws on the classification of statement types presented by Latour and Woolgar (1986) and tries to find support for their arguments in the theory of metadiscourse, as formulated especially by Ken Hyland (2005). The analysis should help understand the ways statements change when they are presented to different audiences. The results reveal some genre-specific features of the undergraduate textbook which tends to have a peripheral status among academic genres.