@article{jbp:/content/journals/10.1075/wll.12.1.01jis, author = "Jisa, Harriet and Tolchinsky, Liliana", title = "Developing a depersonalized stance through linguistic means in typologically different languages: Written expository discourse", journal= "Written Language & Literacy", year = "2009", volume = "12", number = "1", pages = "1-25", doi = "https://doi.org/10.1075/wll.12.1.01jis", url = "https://www.jbe-platform.com/content/journals/10.1075/wll.12.1.01jis", publisher = "John Benjamins", issn = "1387-6732", type = "Journal Article", keywords = "Spanish", keywords = "expository", keywords = "French", keywords = "argument structure", keywords = "discourse stance", keywords = "middle voice construction", keywords = "passive construction", abstract = "Attaining rhetorical competence requires the capacity to use linguistic form to communicate discourse stance as well as discourse content. Languages provide their speakers with a range of options to express content in ways that reveal orientation, generality of reference, and attitude to the propositional content of their message to create a more involved or detached discourse stance. This paper focuses on the linguistic means used by children (9–10-, 12–13-, and 15–16-year olds) and university graduate students in French and Spanish in their attempt to create a detached discourse stance in expository texts. Two types of linguistic means for encoding discourse stance are examined: local devices which call for the manipulation of morphology and the lexicon, and phrase-level devices which require manipulation of argument structure. Our results show (1) that children in both languages are sensitive to the necessity of encoding a depersonalized discourse stance in expository texts early on; (2) that local devices are productive before those involving the rearrangement of argument structure; and (3) that with development and increasing interaction with academic texts the range of devices employed increases. The data reveal that for the phrase-level devices French speakers prefer passive constructions, while Spanish-speakers prefer se-constructions. Our results illustrate how later language development is influenced by language-specific facts and literacy interacting with universally shared communicative needs.", }