The dissertation provides an insight into the category of inclusiveness in Anglo-American scientific discourse as one of integral categories of modern scientific discourse. The key idea behind this work is comprehensive research of the category of inclusiveness in light of its discursive, cognitive, functional, structural and culture-bound specificity in the English language of science. Inclusiveness is viewed as a core of scientific cognition. Relations of part and whole are fundamental for inclusiveness. We consider the category of inclusiveness as a cognitive-discursive category that is verbally (explicitly, semi-implicitly, implicitly) as well as visually expressed with various linguistic devices signalling inclusiveness. Explicit inclusiveness embraces linguistic devices where semantic structure overtly expresses inclusive meaning. Explicit linguistic devices of inclusiveness in the language of science are specific verbs, phrasal verbs, nouns and adjectives of inclusive semantics. It is argued that implicit ways of conveying inclusiveness as specific linguistic devices that express inclusiveness indirectly. Because the meaning is hidden, they render inclusiveness without involving lexical and grammatical indicators and explicit markers of this category. Semi-implicit ways of rendering inclusiveness, such as possessive verb (to have), a number of grammatical structures and idioms, mark inclusiveness semi-implicitly. Chapter One, "Theoretical and methodology bases of investigating inclusiveness in Anglo-American scientific discourse" provides the classification of the basic textual and discourse categories, presents the main results of the previous studies of inclusiveness-related issues, gives a brief introduction into the multifaceted nature of inclusiveness with philosophical, cognitive and linguistic aspects in mind. Emphasized here is the analysis of the category of inclusiveness in the cognitive and discursive paradigm. Structurally, the cognitive structure of the category of inclusiveness with "inclusiveness" as its core. Then comes the group "parts form a whole," and, finally, "a whole includes some parts" plus "a whole doesn't include any parts." The definition of the term "inclusiveness" is suggested, specifically, in light of key characteristics of the Anglo-American scientific discourse. The methods and steps to address the category in question are also discussed. We analyze the category of inclusiveness at the different levels of language, such as: lexical-semantic, syntactic, stylistic, textual, metadiscourse and interpersonal ones. Also, the research focuses on the specific features of the category of inclusiveness in the language of science vs. general language.
