Language as an interpersonal marker in English dissertation acknowledgments

Abstract

Expressing gratitude and patronage in the form of dedication or acknowledgment can be traced back to the 16th century (Görlach, 2004). In the present time, writing an acknowledgment section has become a common practice in scholarly works, such as books, dissertations, theses, and journal articles. Research on acknowledgments as a text type, however, is relatively new. In his pioneering work, Hyland (2003) dubbed dissertation acknowledgments ‘a Cinderella genre’ because it is often regarded as a taken-for-granted component in a dissertation and has not received due academic attention. Unlike other conventional academic genres that aim to establish claims and reputation, dissertation acknowledgments reflect the reciprocal gift-giving among scholars, constituting ‘the most explicitly interpersonal genre of the academy’ (Hyland, 2004: 323). In addition to expressing gratitude to others, writers also use the acknowledgments section to build interpersonal relationships with their academic colleagues and/or professional communities (Chan, 2015). In this study, we adopt computerized text analysis to further explore how language patterns mark the interpersonal features in English dissertation acknowledgments.