Writers’ stance in academic writing of an open distance and e-learning (ODeL) institution

Abstract

Although extensive research exists on academic writing, little attention has been paid to writers’ stance in first-year study material in open distance and e-learning (ODeL) institutions. While most studies focus on students’ writing, this study examines the stance adopted by writers of study guides. The aim is to explore how stance markers improve the accessibility of study guides and engage students. A text analysis of 20 study guides, conducted with Microsoft Word and AntConc (version 4.0.7), identified the stance markers used and considered their pedagogical role. The findings show that authors use a variety of linguistic resources to build dialogue with readers, positioning themselves and their discipline to support learning. Using academic literacies theory and dialogic pedagogy, the study shows how stance helps students understand content, participate more fully and feel included in ODeL. It concludes with guidelines for developing first-year study material that is not only more readable and effective, but also socially and pedagogically empowering for first-year students.