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<p>In this critical discourse analysis, I explored the language used in “campus update” emails sent to faculty, staff, and students to better understand how university presidents communicate via email to institutional stakeholders. Specifically, I explored the use of effective stance, epistemic stance, and intersubjectivity in this corpus of emails from higher education presidents in 2020 and 2021, because their use can indicate a speaker’s commitment to what they are saying as well as their accountability and responsibility for their words (Marín-Arrese, <CitationRef CitationID="CR13">2009</CitationRef>, <i>Studies on English Modality</i>. In&#xa0;honour of Frank R. Palmer, 111, (pp. 23–52). Peter Lang; <CitationRef CitationID="CR14">2011a</CitationRef>, <i>Critical Discourse Studies in Context and Cognition</i>, 193–223; <CitationRef CitationID="CR15">2011b</CitationRef>, <i>Discourse Studies</i>, 13(6), 789–797; <CitationRef CitationID="CR16">2015</CitationRef>, <i>Discourse Studies</i>, 17(2), 210–225). Altogether, I sought to develop a better understanding of what and how university presidents communicate to faculty, students, and staff and, notably, how that informed and illuminated power in higher education.</p>

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A Critical Discourse Analysis of Presidential Email Communications

  • 期刊论文

  • 发表日期：

    2025年1月15日

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  • Laura Parson

摘要

In this critical discourse analysis, I explored the language used in “campus update” emails sent to faculty, staff, and students to better understand how university presidents communicate via email to institutional stakeholders. Specifically, I explored the use of effective stance, epistemic stance, and intersubjectivity in this corpus of emails from higher education presidents in 2020 and 2021, because their use can indicate a speaker’s commitment to what they are saying as well as their accountability and responsibility for their words (Marín-Arrese, 2009, Studies on English Modality. In honour of Frank R. Palmer, 111, (pp. 23–52). Peter Lang; 2011a, Critical Discourse Studies in Context and Cognition, 193–223; 2011b, Discourse Studies, 13(6), 789–797; 2015, Discourse Studies, 17(2), 210–225). Altogether, I sought to develop a better understanding of what and how university presidents communicate to faculty, students, and staff and, notably, how that informed and illuminated power in higher education.