THE USE OF PRAGMATIC UNITS IN ACADEMIC TEXTS

This article examines the use and functional features of pragmatic units in an academic article. Pragmatic units play an important role in academic communication because they allow authors to express their attitudes, indicate the degree of certainty, organize ideas, and establish interaction with readers. The study focuses on the linguistic and pragmatic functions of such units as hedges, boosters, attitude markers, self-mention markers, engagement markers, and discourse markers in academic writing. The analysis is based on selected academic texts and employs a qualitative approach to identify the ways in which pragmatic units contribute to the construction of academic discourse. Particular attention is paid to how these units help authors present claims cautiously, emphasize important statements, express evaluation, and guide readers through the text. The findings demonstrate that pragmatic units are not merely additional linguistic elements but important resources for expressing stance and managing writer–reader interaction. Their appropriate use contributes to the clarity, persuasiveness, and communicative effectiveness of academic texts. The study highlights the significance of pragmatic competence in academic writing and provides a linguistic perspective on the ways academic authors construct meaning and interaction through language.