Academic Voice Research Papers - Academia.edu (original) (raw)

2024

Transcribing Coding NVivo Themed analysis Ithaka survey results York Cambridge 1. Methodology 3-week digital diary study with 34 student participants Semi-structured interviews Card sorting (re-purposed!)

2023, Journal of language teaching, linguistics and literature

Research in academic writing initially focuses on the output of writing, but it is now increasingly turned to writer identity. This article analyses how the acceptance of self as academic writers is difficult. The acceptance of self as an... more

Research in academic writing initially focuses on the output of writing, but it is now increasingly turned to writer identity. This article analyses how the acceptance of self as academic writers is difficult. The acceptance of self as an academic writer is quite complex, especially for first-year doctoral students who must engage with the demands of academic language in an academic context. Research acknowledges that self-acceptance as academic writers come with many implications and doctoral students are often hesitant to describe themselves as academic writers. This article seeks to address this complexity through empirical research focused on self-perception in the construction of an academic writer identity. This study involved ten first-year ESL doctoral students in the field of education at an established Malaysian institution. From the findings of this study, we identify four aspects that they experienced in becoming academic writers: creator, interpreter, communicator and academic presenter. These four aspects are experienced in different ways by each participant, illustrated by narratives of their life history and writing practice. In particular, it is hoped that this article can provide some pedagogical implications for the teaching of academic writing in institutes of higher education and offer a lens through which researchers and teachers of writing can further explore academic writer identity.

2023

Transcribing Coding NVivo Themed analysis Ithaka survey results York Cambridge 1. Methodology 3-week digital diary study with 34 student participants Semi-structured interviews Card sorting (re-purposed!)

2023, LSP International Journal

It is believed that students from different societies and cultural background have their own preferred rhetorical style of interaction. In writing, such distinctive preference is usually exhibited through the use of linguistic features,... more

It is believed that students from different societies and cultural background have their own preferred rhetorical style of interaction. In writing, such distinctive preference is usually exhibited through the use of linguistic features, of which metadiscourse (MD) markers are considered as one of the signposts to the interpretation of writing style preferences. This study aims to investigate the use of interactional metadiscourse (MD) features and its relevance to the rhetorical style preferences in academic writing of Thai and Malaysian master’s students. Using Hyland’s (2005) taxonomy, their thesis discussions were manually analysed in terms of interactional MD markers to determine their frequency of occurrence and to relate the results to the rhetorical styles of writing preferred by each group of students. The analysis revealed that of all five types of interactional MD features, hedges were the most frequently used device followed respectively by boosters, attitude markers, eng...

2022, 3L The Southeast Asian Journal of English Language Studies

It has been acknowledged that academic writing is not only content-oriented but also involves various rhetorical strategies that help writers project themselves on text so that the content as well as the writer's stance can be understood.... more

It has been acknowledged that academic writing is not only content-oriented but also involves various rhetorical strategies that help writers project themselves on text so that the content as well as the writer's stance can be understood. Interactional metadiscourse (MD) strategies are established to play a rhetorical role that contribute to the persuasiveness of argument. Due to the variation of rhetorical strategies across cultures, L2 writers tend to find some problems employing appropriate interactional MD strategies to express a clear stance and engage readers in the content presented. This paper examines the extent to which interactional MD strategies are employed in advanced L2 writing. To this end, 34 research articles written by Yemeni/Arab applied linguistics L2 writers were analysed. Based on Hyland (2005a), interactional MD strategies were identified via AntConc, a concordance analytical software tool. Moreover, a qualitative analysis was conducted to examine the way how advanced L2 writers use interactional MD strategies to pursue persuasive goals. The findings indicate that L2 writers tend to employ impersonal and less dialogic style in academic writing. A closer in-depth analysis indicates that the most salient interactional strategies in Yemeni L2 writing include making bare assertion as well as marking certainty of claims. They mostly tend to make assertion as they indicate research gaps and express conviction when they state findings and summarize their research. The implications of such findings could be useful for genre analysis, academic writing and L2 writing instruction.

2022, Revista signos

La escritura académica ha perdido gradualmente su etiqueta tradicional de discurso objetivo e impersonal y se ha convertido en una empresa persuasiva que implica la interacción entre escritor y lector. Sin embargo, la noción de voz dista... more

La escritura académica ha perdido gradualmente su etiqueta tradicional de discurso objetivo e impersonal y se ha convertido en una empresa persuasiva que implica la interacción entre escritor y lector. Sin embargo, la noción de voz dista mucho aún de ser un concepto unívoco y su significado varía en función de la perspectiva desde la que se aborde su estudio. Los problemas atañen tanto a su definición, a las relaciones de la noción de voz con otros conceptos afines como a problemas metodológicos respecto a las dimensiones necesarias y suficientes para abordar su estudio y los indicadores relevantes a la hora de observar, analizar y valorar su presencia en un texto determinado. El propósito de este artículo es triple. En primer lugar, pretendemos revisar los trabajos que en los últimos años se han ocupado del estudio de la voz en los textos, delimitando desde qué orientaciones disciplinares y teóricas han abordado este estudio; nuestra revisión no pretende ser exhaustiva sino representativa de los trabajos más relevantes de cada perspectiva teórica. En segundo lugar, presentamos nuestra aproximación conceptual a la noción de voz en base al análisis y la discusión sobre las aportaciones anteriores. En último término, se ofrece una propuesta metodológica que contempla tres dimensiones de análisis estrechamente relacionadas pero independientes, cada una de ellas centrada en los aspectos que, de acuerdo a la revisión efectuada, consideramos relevantes en el estudio de la noción de voz.

2022, Revista signos

La escritura académica ha perdido gradualmente su etiqueta tradicional de discurso objetivo e impersonal y se ha convertido en una empresa persuasiva que implica la interacción entre escritor y lector. Sin embargo, la noción de voz dista... more

La escritura académica ha perdido gradualmente su etiqueta tradicional de discurso objetivo e impersonal y se ha convertido en una empresa persuasiva que implica la interacción entre escritor y lector. Sin embargo, la noción de voz dista mucho aún de ser un concepto unívoco y su significado varía en función de la perspectiva desde la que se aborde su estudio. Los problemas atañen tanto a su definición, a las relaciones de la noción de voz con otros conceptos afines como a problemas metodológicos respecto a las dimensiones necesarias y suficientes para abordar su estudio y los indicadores relevantes a la hora de observar, analizar y valorar su presencia en un texto determinado. El propósito de este artículo es triple. En primer lugar, pretendemos revisar los trabajos que en los últimos años se han ocupado del estudio de la voz en los textos, delimitando desde qué orientaciones disciplinares y teóricas han abordado este estudio; nuestra revisión no pretende ser exhaustiva sino representativa de los trabajos más relevantes de cada perspectiva teórica. En segundo lugar, presentamos nuestra aproximación conceptual a la noción de voz en base al análisis y la discusión sobre las aportaciones anteriores. En último término, se ofrece una propuesta metodológica que contempla tres dimensiones de análisis estrechamente relacionadas pero independientes, cada una de ellas centrada en los aspectos que, de acuerdo a la revisión efectuada, consideramos relevantes en el estudio de la noción de voz.

2022, Revista signos

La escritura académica ha perdido gradualmente su etiqueta tradicional de discurso objetivo e impersonal y se ha convertido en una empresa persuasiva que implica la interacción entre escritor y lector. Sin embargo, la noción de voz dista... more

La escritura académica ha perdido gradualmente su etiqueta tradicional de discurso objetivo e impersonal y se ha convertido en una empresa persuasiva que implica la interacción entre escritor y lector. Sin embargo, la noción de voz dista mucho aún de ser un concepto unívoco y su significado varía en función de la perspectiva desde la que se aborde su estudio. Los problemas atañen tanto a su definición, a las relaciones de la noción de voz con otros conceptos afines como a problemas metodológicos respecto a las dimensiones necesarias y suficientes para abordar su estudio y los indicadores relevantes a la hora de observar, analizar y valorar su presencia en un texto determinado. El propósito de este artículo es triple. En primer lugar, pretendemos revisar los trabajos que en los últimos años se han ocupado del estudio de la voz en los textos, delimitando desde qué orientaciones disciplinares y teóricas han abordado este estudio; nuestra revisión no pretende ser exhaustiva sino representativa de los trabajos más relevantes de cada perspectiva teórica. En segundo lugar, presentamos nuestra aproximación conceptual a la noción de voz en base al análisis y la discusión sobre las aportaciones anteriores. En último término, se ofrece una propuesta metodológica que contempla tres dimensiones de análisis estrechamente relacionadas pero independientes, cada una de ellas centrada en los aspectos que, de acuerdo a la revisión efectuada, consideramos relevantes en el estudio de la noción de voz.

2022, 3L The Southeast Asian Journal of English Language Studies

Research in academic writing initially focuses on the output of writing, but it is now increasingly turned to writer identity. This article analyses how the acceptance of self as academic writers is difficult. The acceptance of self as an... more

Research in academic writing initially focuses on the output of writing, but it is now increasingly turned to writer identity. This article analyses how the acceptance of self as academic writers is difficult. The acceptance of self as an academic writer is quite complex, especially for first-year doctoral students who must engage with the demands of academic language in an academic context. Research acknowledges that self-acceptance as academic writers come with many implications and doctoral students are often hesitant to describe themselves as academic writers. This article seeks to address this complexity through empirical research focused on self-perception in the construction of an academic writer identity. This study involved ten first-year ESL doctoral students in the field of education at an established Malaysian institution. From the findings of this study, we identify four aspects that they experienced in becoming academic writers: creator, interpreter, communicator and academic presenter. These four aspects are experienced in different ways by each participant, illustrated by narratives of their life history and writing practice. In particular, it is hoped that this article can provide some pedagogical implications for the teaching of academic writing in institutes of higher education and offer a lens through which researchers and teachers of writing can further explore academic writer identity.

2022, 3L The Southeast Asian Journal of English Language Studies

Research in academic writing initially focuses on the output of writing, but it is now increasingly turned to writer identity. This article analyses how the acceptance of self as academic writers is difficult. The acceptance of self as an... more

Research in academic writing initially focuses on the output of writing, but it is now increasingly turned to writer identity. This article analyses how the acceptance of self as academic writers is difficult. The acceptance of self as an academic writer is quite complex, especially for first-year doctoral students who must engage with the demands of academic language in an academic context. Research acknowledges that self-acceptance as academic writers come with many implications and doctoral students are often hesitant to describe themselves as academic writers. This article seeks to address this complexity through empirical research focused on self-perception in the construction of an academic writer identity. This study involved ten first-year ESL doctoral students in the field of education at an established Malaysian institution. From the findings of this study, we identify four aspects that they experienced in becoming academic writers: creator, interpreter, communicator and academic presenter. These four aspects are experienced in different ways by each participant, illustrated by narratives of their life history and writing practice. In particular, it is hoped that this article can provide some pedagogical implications for the teaching of academic writing in institutes of higher education and offer a lens through which researchers and teachers of writing can further explore academic writer identity.

2022

The current study aimed at investigating the authorial identity of Iranian academic writers, who came from three different fields of English, Biology, and Engineering, plus examining the influence of disciplinary conventions on their... more

The current study aimed at investigating the authorial identity of Iranian academic writers, who came from three different fields of English, Biology, and Engineering, plus examining the influence of disciplinary conventions on their stance taking in research articles. The main objectives of this study were achieved by going through two main phases, viz. survey administration and corpus study. First, the authorial identity questionnaire was administered to 150 academic writers, 50 from each of the selected fields. Following that, an analysis of variance (ANOVA) was run to locate the difference between authorial identities of academic writers among these groups. Second, as a complementary phase to survey administration, NVivo was utilized to conduct the corpus study phase. In so doing, Hyland’s (2005) model of interaction in academic discourse was applied to analyze academic writers’ stance taking in a corpus comprising 90 articles from the three selected fields. Triangulating the fi...

2022

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2021, Qualitative Inquiry

The narrative in this discussion article portrays the quest by two researchers to find their scholarly identity in their craft. The central issue in this narrative piece as design type of this inquiry is the space of knowledge... more

The narrative in this discussion article portrays the quest by two researchers to find their scholarly identity in their craft. The central issue in this narrative piece as design type of this inquiry is the space of knowledge craftingdistinguishing between adopted knowledge from the theories that sustain our thinking and the realities that they encounter in the research fields where knowledge grows in dynamic ecosystems that they wish to engage with and try to explicate and to understand. The central conundrum or the academic puzzle in this narrative is thus that they receive mixed messages about the interface between them, the researchers, the presented empirical world, and the theories from which they have learned. They are not sure where or when they speak in their own voices or portray their own identities.

2021, Voices in Text and Contexts. Eds.Yamaguchi,T., Jariah,M.J and,Sheena Kaur

As novice academic writers venture into academic discourse, the multiplicity of voices which Bakhtin (1953/1981) termed “heteroglossia” may be a series of complex choices needed to position oneself as both an authoritative writer and a... more

As novice academic writers venture into academic discourse, the multiplicity of voices which Bakhtin (1953/1981) termed “heteroglossia” may be a series of complex choices needed to position oneself as both an authoritative writer and a critical scholar. A necessary reflective awareness of positioning one’s academic voice involves diverse discourse choices. Critical theory and research into the author’s voice also argue for an authorial positioning to create a reader/writer negotiated understanding. Within this complexity, there is little research into reflective approaches which develop the academic writer’s voice, although studies of hedging are numerous. This paper draws on earlier research and reflective data from novice academic writers, many venturing from the workplace into a Malaysian university, to focus on ways of developing the individual voice as an authoritative academic writer.

2016, Academic governance in contemporary universities: perspectives from Anglophone nations

Academic governance sits in between universities’ traditional roles in creating and disseminating knowledge and more recent trends towards corporatisation, competition and the market. It is central to a strong and vibrant university... more

Academic governance sits in between universities’ traditional roles in creating and disseminating knowledge and more recent trends towards corporatisation, competition and the market. It is central to a strong and vibrant university because academic governance is what enables teaching and research to take place. It also serves as a lens through which broader changes in what universities do and how they work can be seen and understood. This book responds to three central questions: (1) How and why has academic governance within Anglophone nations changed in recent years and what impact does this have on current practices? (2) How do power relations within academic governance affect decisions about teaching and research and what are the implications for academic voice? (3) How can those involved in university governance and management improve academic governance processes and outcomes and why is this important?
A central theme of the book is the diminution of academic voice within academic governance practices relating to decisions about and that affect teaching and research. The book presents extensive empirical data from the US, the UK and Australia and draws on a number of theoretical perspectives to explore these issues in clear, accessible language.

2015, Qualitative Inquiry

The narrative in this discussion article portrays the quest by two researchers to find their scholarly identity in their craft. The central issue in this narrative piece as design type of this inquiry is the space of knowledge... more

The narrative in this discussion article portrays the quest by two researchers to find their scholarly identity in their craft. The central issue in this narrative piece as design type of this inquiry is the space of knowledge craftingdistinguishing between adopted knowledge from the theories that sustain our thinking and the realities that they encounter in the research fields where knowledge grows in dynamic ecosystems that they wish to engage with and try to explicate and to understand. The central conundrum or the academic puzzle in this narrative is thus that they receive mixed messages about the interface between them, the researchers, the presented empirical world, and the theories from which they have learned. They are not sure where or when they speak in their own voices or portray their own identities. Downloaded from Potgieter, Smit / Finding Academic Voice 215 thus far, without discounting who we are in this process. Therefore, we made a methodological choice of writing up our experiences in a metaphorical style using the constructs of voice and signature.

2014

The narrative in this discussion article portrays the quest by two researchers to find their scholarly identity in their craft. The central issue in this narrative piece as design type of this inquiry is the space of knowledge... more

The narrative in this discussion article portrays the quest by two researchers to find their scholarly identity in their craft. The central issue in this narrative piece as design type of this inquiry is the space of knowledge craftingdistinguishing between adopted knowledge from the theories that sustain our thinking and the realities that they encounter in the research fields where knowledge grows in dynamic ecosystems that they wish to engage with and try to explicate and to understand. The central conundrum or the academic puzzle in this narrative is thus that they receive mixed messages about the interface between them, the researchers, the presented empirical world, and the theories from which they have learned. They are not sure where or when they speak in their own voices or portray their own identities. Downloaded from Potgieter, Smit / Finding Academic Voice 215 thus far, without discounting who we are in this process. Therefore, we made a methodological choice of writing up our experiences in a metaphorical style using the constructs of voice and signature.

2013, Qualitative Inquiry

The narrative in this discussion article portrays the quest by two researchers to find their scholarly identity in their craft. The central issue in this narrative piece as design type of this inquiry is the space of knowledge... more

The narrative in this discussion article portrays the quest by two researchers to find their scholarly identity in their craft. The central issue in this narrative piece as design type of this inquiry is the space of knowledge craftingdistinguishing between adopted knowledge from the theories that sustain our thinking and the realities that they encounter in the research fields where knowledge grows in dynamic ecosystems that they wish to engage with and try to explicate and to understand. The central conundrum or the academic puzzle in this narrative is thus that they receive mixed messages about the interface between them, the researchers, the presented empirical world, and the theories from which they have learned. They are not sure where or when they speak in their own voices or portray their own identities. Downloaded from Potgieter, Smit / Finding Academic Voice 215 thus far, without discounting who we are in this process. Therefore, we made a methodological choice of writing up our experiences in a metaphorical style using the constructs of voice and signature.

2011

The narrative in this discussion article portrays the quest by two researchers to find their scholarly identity in their craft. The central issue in this narrative piece as design type of this inquiry is the space of knowledge crafting—... more

The narrative in this discussion article portrays the quest by two researchers
to find their scholarly identity in their craft. The central issue in this narrative
piece as design type of this inquiry is the space of knowledge crafting—
distinguishing between adopted knowledge from the theories that sustain our
thinking and the realities that they encounter in the research fields where
knowledge grows in dynamic ecosystems that they wish to engage with and
try to explicate and to understand. The central conundrum or the academic
puzzle in this narrative is thus that they receive mixed messages about the
interface between them, the researchers, the presented empirical world, and
the theories from which they have learned. They are not sure where or when
they speak in their own voices or portray their own identities.