Utilization of appraisal resources for acknowledging limitations within doctoral theses across disciplines

Abstract

In doctoral thesis composition, the acknowledgment of limitations not only showcases writers' capacity for self-evaluation but may operate to sway disciplinary examiners to perceive caveats in a more positive light, hereby constituting a crucial element in determining the acceptability and justification of research within disciplinary communities. Nonetheless, scant consideration has been given to the disciplinary interpersonal strategies for acknowledging limitations within the ESAP literature. To remedy the oversight, this study investigated the mediation of interpersonal discursive practices through the appraisal system (Martin & White, 2005) alongside any disciplinary variation in the limitations of 120 doctoral theses across hard and soft disciplines. Results showed prevalent utilization of diverse appraisal features, serving to convey authorial viewpoints, negotiate potential alternative perspectives, and fortify compromises with expert examiners. Cross-disciplinary analyses further revealed soft-disciplinary writers’ notable preference for most appraisal resources, suggesting variations in disciplinary knowledge structure and conventional practice. The findings are anticipated to inform interpersonal strategies for delivering limitations, develop the current comprehension of disciplinary modes of knowing and social practice, and offer pedagogical insights for thesis writing instruction.