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This paper addresses the question of what governs the optional attendance of the determiner  this  by a noun phrase in academic student writing. Previous research on  this  has largely focused on the noun phrases accompanying  this , while the question of what determines writers' choice between attended and unattended  this  in the first place has received only little attention. In the present study, we present the results of a more comprehensive analysis, including quantitative methods (logistic regression analysis, Distinctive Collexeme Analysis, textual distribution measures) and qualitative methods (cluster extraction), of more than 5,800 hits of sentence-initial  this  obtained from the  Michigan Corpus of Upper Level Student Papers  (MICUSP). Overall, the results point to a strong influence of the verb accompanying (un)attended  this , which is moderated to some extent by author-related variables like academic discipline, academic proficiency level, native speaker status, and gender. A qualitative pattern analysis of the most prominent  this  + verb clusters reveals that semantic biases evidenced in the verbs distinctively associated with (un)attended  this  are reflected at the text-organizational level in terms of positional preferences within paragraphs and texts. In combination, the results point towards an ongoing delexicalization of  this  + verb clusters like  this  is and  this means  into textual organization markers, which stands in sharp contrast to traditional cautions against unattended  this  as mere “vague reference” that is to be avoided.

Attended/unattended this in academic student writing: Quantitative and qualitative perspectives