6 Diskusjon: Avhandlingens bidrag til tidligere og fremtidige ledd i kommunikasjonskjeden
6.1 Avhandlingens bidrag til skriveforskningen
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4 IMRaD: en modell for vitenskapelige tekster som inneholder Introduction, Method, Result and Discussion (på norsk IMRoD: Innledning, Metode, Resultat og Diskusjon)
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Figur 2. IMRoD og skrivehandlinger
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Fokuset på skrivehandlinger får frem at vi gjør noe når vi skriver og at det vi gjør kan ha ulike, kanskje til og med motstridende formål. Hva vi gjør i teksten, hvordan og hvor i teksten vi gjør hva, er knyttet til normer og forventninger som er sosialt konstituerte både når det gjelder innhold, form, identiteter og relasjoner som skapes i teksten. Koblingen mellom den kommunikative situasjonen og skrivehandlingene som brukes, viser også hvordan sjanger er dynamisk. På den ene siden sørger sjangere for stabilitet og gjenkjennelighet, på den andre siden er de alltid gjenstand for forhandling i den nye situasjonen og dermed også åpen for variasjon og forandring, noe som mange forskere har presisert (bl.a. Berkenkotter & Huckin, 1993; Miller, 1984).
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6@41/0,?,7?14#3873=,?1>,=,>;,3?,=A+,?8.?,+1..@>,387>,;?,?M>?,66,NKSkriverens stemme er alltid et resultat av forhandlingen mellom skriveren og leseren, og den konstrueres både bevisst og ubevisst. Dessuten er veilederens oppfatning av
studentskriverens stemme ikke nødvendigvis i samsvar med skriverens intensjoner. Dette skillet mellom skriverens intensjon og leserens persepsjon av skriverens stemme trekkes også frem av Harwood og ,?=1( (2012) med utgangspunkt i 8..67N> begrep
M;,=.8=67&,NH8/>3144,?6,4486Q,C;=,>>187>/1A,7R8/Q,C;=,>>187>/1A,78..RK,?.:=>?, er «intentionally communicated information», altså måten skriveren ønsker å vise seg selv
;#H8/+,?7+=,,=Q17.8=6?187&87A,D,+B1?08@??0,&?8=N>&87?=848=B=,7,>>R (Harwood & ,?=1(, 2012, s. 60). For eksempel ønsker kanskje bachelorstudenten å skape inntrykket av en flink student som har lest mye gjennom å referere til mange ulike kilder, men det vil ikke nødvendigvis bli oppfattet som positivt av lærer/sensor-leseren når kildene ikke er relevante for temaet. Det kan altså være en diskrepans mellom stemmen skriveren
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