Engagement markers in research project websites: Promoting interactivity and dialogicity

Abstract Scholars are currently not only required to produce primary output, i.e. peer-reviewed research articles, chapters or books, which constitutes certified and legitimised knowledge (Puschmann 2015), but also disseminate such is frequently carried out digitally in English. In this context it the aim of paper gain insights into scholars’ digital discursive practices by analysing academic websites projects funded under European H2020 programme. More specifically, explores ways a potentially wide, blurred audience addressed means engagement markers, particularly, reader pronouns, questions, directives, including imperatives, obligation modals adjectival phrases expressing necessity. Results indicate that frequency use markers varies across may affect their degree potential interactivity. They further show some more common than others they tend display specific rhetorical purposes. Differences on function when compared RA writing shown. It concluded these interpersonality features have an important role promotion dialogicity medium, crafting effective professional identity teams.