UNDERSTANDING CITATION TYPES, REPORTING VERBS, AND STANCE MARKERS IN ACADEMIC WRITING
This paper analyzes main linguistic features which can help how to write an effective academic work by focusing on integral and non-integral citations, reporting verbs, and the use of hedges and boosters. The study uses a qualitative, descriptive-analytical approach based on textual analysis of English for Academic Purposes (EAP) frameworks. Selected peer-reviewed English-Medium Instruction research articles are examined to identify how citation practices and stance markers function rhetorically in academic discourse. The analysis demonstrates how citation type influences reader focus, how reporting verbs convey authorial stance, and how hedges and boosters maintain certainty and caution. Practical pedagogical implications are provided for novice researchers and academic writing instructors.
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