Chapter1 Introduction 1.1 Importance of and Reasons for Studying Critical Stance and Evaluation 1.2 The Necessity of Studying Critical Stance andEvaluation 1.3 Chinese Junior Scholars' Deficit in Stancetaking andCritical Literacy 1.4 Objectives of the Present Study 1 .5OutlineoftheBook Chapter 2Relevant Concepts 2.1AcademicDiscourse 2.1.1 Definitions of Academic Discourse 2.1.2 Approaches to Academic Discourse 2.2 Academic Discourse Community 2.2.1 Discourse Community 2 .2 .2Language Socialization into Academic DiscourseCommunities 2.2.3 Written Academic Discourse Socialization 2.3 Different Terminologies Related to Stance and Evaluation 2.3.1 Different Terminologies 2.3.2 Four Differences in Approaches Leading to Different Terminologies 2.3.3 Six Points of Consensus Chapter 3Review of Literature on Studies of AcademicDiscourse and on Stancetaking and Evaluation 3.1 Research Findings Based on the Prior Study ofAcademicDiscourse 3.1.1Academic Discourse，Structured for PersuasiveEffect 3.1.2 Academic Discourse，Representing DisciplinespecificModesofArgument 3.1.3 Different Cultures，Different AcademicDiscourses 3 .1.4Academic Argument，Involving Interpersonal Negotiations 3.2 Prior Research Related to Critical Stance andEvaluation 3.2.1 Prior Research Related to Critical Stance andEvaluationAbroad 3.2.2 Prior Research Related to Critical Stance andEvaluationatHome 3.3 Identity—Proximity and Positioning 3.3.1 Discursive Construction of Identity 3.3.2 Hyland's Concepts of Proximity andPositioning Chapter4Research Design 4.1 The Pilot Study： MICUSP Data ComparisonAcross Different Disciplines and Between NS and NNSofEnglish 4.2 The Corpus Construction 4.3 Analytical Framework Chapter 5Quantitative Results 5.1Research Tools 5 .2OvertEvaluation 5.2.1 Evaluative Verbs and Modal Verbs （e.g.claim ，suggest ，assume ，argue ，disagree ； should ，must ，need ，can ，andmay ） 5.2.2 Evaluative Adverbials （e.g.Fortun，ately ，Unfortunately ，Interestingly ，Surprisingly ，Arguably ，presumably ，andUnexpectedly） 5.2.3 Evaluative Nouns （e.g.problem ，Difficutty，Achievement ，Assumption ，Claim ，Failure ，Success，and Chaltenge） 5.2.4 Evaluative Adjectives （e.g.Unusual，Strange，Atypicat，weird ，and Odd 5.2.5 Authorial Selves： the Use of I，we，the Author and the Hortative Let Us／Let's 5.3 Less Overt Evaluation Chapter 6Qualitative Results 6 .1Questionnaires 6 .2Interviews 6.3 Focus Group Discussion Chapter 7 Conclusions and Pedagogical Implications 7.1 Summary of the Major Findings 7 .2Conclusions 7.3 Critical Literacy Cultivation 7.4 Pedagogical Implications for ESL／EAP／EFL／EILInstruction 7.5 New Directions in Academic Discourse Research Appendices Appendix 1： Questionnaire Appendix 2： The Interview Questions List of Tables and Figures Bibliography Index
