A cross-cultural, cross-disciplinary, and cross-gender study on Appraisal resources in PhD dissertation abstracts: Martin & White's (2005) Appraisal Theory in focus

The abstract which complements proposals, articles, and dissertations, is a remarkable convention in scientific studies since it creates access for readers and authors to read or publish studies or articles. Research abstracts (RA) function as the gateway to view an article, journals' selection for contributions, and for conferences to accept or reject articles (Lores, 2004) In this study, we aimed to investigate the preferences of writers in 160 PhD dissertation abstracts, encompassing both male and female native and non-native authors, across various fields of study, both in the hard and soft sciences. Our primary objective was to discern the writers' inclinations towards utilizing specific linguistic resources, as proposed by Martin and White's Appraisal theory (2005), to convey their positions and engage with the perspectives articulated by their peers. The analysis of the data, conducted using statistical methods, unveiled a pervasive utilization of appraisal resources by the writers, enabling them to articulate their viewpoints, prospects, perceptions, and evaluations concerning diverse subjects. Among these resources, Attitude resources stood out prominently, constituting a substantial 84% of the total Appraisal resources employed in all the abstracts. Graduation resources held an intermediate position, while Engagement resources were the least utilized. Within the realm of Attitude subcategories, Appreciation resources emerged as the most prevalent. Remarkably, female authors specializing in the soft sciences displayed a higher degree of proficiency in the use of these resources, surpassing their counterparts in other categories. This finding suggests that female writers in the soft sciences possess exceptional interpersonal communication skills, making them particularly persuasive and inspirational. The implications of this study extend to the domains of language teaching and learning, material development, and syllabus design. It sheds light on how writers employ linguistic resources to convey their positions effectively, offering valuable insights for educational practices and curriculum enhancement.