Abstract nouns as metadiscursive shells in academic discourse

Abstract

Academic discourse is characterized by an abundance of abstract nouns such as analysis, research, process, concept, approach or role. These nouns are considered cohesive devices since their full content is determined by referring to their context and they have received numerous denominations (anaphoric, signaling, carrier, shell or metadiscursive nouns). This paper explores the metadiscursive role of shell nouns in a corpus of academic abstracts written by university students for their Senior Theses, based on Schmid’s (2000) and Jiang and Hyland’s (2016, 2017) proposals. The rhetorical, persuasive potential of these abstract nouns in this type of academic discourse is also addressed. The results show that advanced EFL writers deploy a wide range of abstract nouns in patterns that resemble those of scholars (Jiang & Hyland 2017). Different moves in the text seem to influence the type of noun employed. All in all, advanced English Studies majors are aware of academic disciplinary conventions but would benefit from training in abstract writing, particularly in the distribution of the text’s moves.