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An evaluative that-clause consists of two components: one is a proposition and the other a stance towards that proposition, as illustrated in the following examples from our corpus:
1. It is expected [Evaluative stance] that the Internet can help students in broadening their knowledge [Evaluative entity]. (58a)
Many have argued [Evaluative stance] that the internet brings more harm than good to students [Evaluative entity]. (70b)
It is evident [Evaluative stance] that internet brings more harm than good to students [Evaluative entity]. (60c)
This grammatical structure has considerable evaluative potential (see, e.g., Hyland & Tse, 2005a, 2005b). The that-clause can be introduced by a range of predicates (e.g., a verb, a noun or an adjective), which convey specific evaluative meanings. Additionally, this grammatical structure allows the writer to manage the source of evaluation by extraposing the grammatical subject to the position following the original predicate or concealing the grammatical subject. Consider this example:
The evaluative that-clause above can be paraphrased as: “It is argued by many that …” to extrapose the subject, or paraphrased as “It is argued that ...” to conceal the subject.
Manipulation of the grammatical subject allows writers to attribute the stance in an explicit, implicit or ambiguous manner. Many stance markers are explicitly attributed, illustrated as follows:
3. I am of the opinionthat the benefits of the Internet far outweigh the opposite. (26a).
Many have arguedthat the internet have more drawbacks than benefits when it comes to students. (70a)
We are certainly surethat I will mind I’m not thinking straight. (75a).
Others express stance without identifying the writer. In some cases, the attribution of stance is not explicit but can still be inferred as that of the writer.
4. It might be truethat internet brings more harm compared to good to students. (04a)
It is evidentthat the internet has a big role in our everyday life nowadays. (42a)
It is unfortunatethat students face these issues but there are ways to help them. (80a)