Abstract Interpreting research findings in doctoral thesis discussions is a demanding rhetorical task for writers, as it requires them to both make propositions of their own findings and engage with previous scholarship by evaluating others' findings in a way that their academic discourse community finds acceptable. Although many studies have examined thesis writers' use of evaluative language, they have often focused on a quantitative analysis of its frequency and type within clause boundaries. Our study, in contrast, is based on a qualitative analysis of the co-articulation of different evaluative items across clause boundaries. We find three main patterns of discussing the author's own results combined with critical engagement with previous literature and we present typical examples to illustrate the construction of interpersonal positioning as the text unfolds. We then discuss some workshops in which we used these findings to help Master's student writers become aware of different strategies for effectively interpreting research findings in writing discussion sections.

中文翻译：

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论文作者如何评估自己和他人的发现？评估分析和教学干预

摘要 在博士论文讨论中解释研究结果对作家来说是一项艰巨的修辞任务，因为这要求他们既要对自己的研究结果提出命题，又要通过以学术话语社区认为可接受的方式评估他人的研究结果来参与先前的学术研究。尽管许多研究检查了论文作者对评价性语言的使用，但他们往往侧重于在条款边界内对其频率和类型进行定量分析。相比之下，我们的研究基于对跨条款边界的不同评价项目的共同表达的定性分析。我们发现讨论作者的三种主要模式 我们自己的结果与对先前文献的批判性接触相结合，我们提出了典型的例子来说明随着文本展开而构建的人际定位。然后，我们讨论了一些研讨会，在这些研讨会中，我们使用这些发现来帮助硕士生作家了解在撰写讨论部分时有效解释研究发现的不同策略。