INTRODUCTORY CONSTRUCTIONS EXPRESSING EMOTIONAL EVALUATION

Abstract

This article analyzes the functions of introductory constructions expressing emotional evaluation in scientific style. It examines the reasons for their limited use, particularly the requirements of objectivity and neutrality in academic discourse. The study also explores the balance between negative and positive emotional expressions and their dependence on the author’s individual style and text characteristics. The findings show that such constructions are used in scientific writing in a restricted manner, although they may enhance expressiveness in certain communicative contexts