Perceptions of Authorial Identity in Academic Writing among Undergraduate Accounting Students: Implications for Unintentional Plagiarism

2012 ◽  
Vol 21 (3) ◽  
pp. 289-306 ◽  
Author(s):  
Joan Ballantine ◽  
Patricia McCourt Larres
Keyword(s):  
Academic Writing ◽  
Accounting Students ◽  
Authorial Identity

scholarly journals Building and Breaking Discursive Conventions in Academic Writing

2010 ◽  
Vol 6 (1-2 (7)) ◽  
pp. 7-29
Author(s):  
Maurizio Gotti
Keyword(s):  
Present Article ◽  
Academic Writing ◽  
Academic Discourse ◽  
Economic Discourse ◽  
Authorial Identity ◽  
Individual Style

The present article examines the complex and constantly developing relations between characteristics typical of academic discourse and individual style. The analysis has been conducted from the diachronic perspective since it compares the argumentative styles of various authors in different stages of the development of English academic and particularly of economic discourse. Analyzing the authorial identity as an element of discourse identity in the works of two celebrated scholars Robert Boil and John M. Mains, the article demonstrates how the leading scholars contribute to the establishment of new principles of academic discourse overcoming the barrier between the established norms and authorial preferences.

scholarly journals The Prevalence and Frequency of Authorial Identity among Undergraduate Students in Fiji

2018 ◽  
Vol 7 (6) ◽  
pp. 136
Author(s):  
Jasbir Karneil Singh ◽  
Ben K. Daniel
Keyword(s):  
Academic Success ◽  
Undergraduate Students ◽  
Academic Writing ◽  
First Year ◽  
Esl Students ◽  
First Year Students ◽  
Student Writers ◽  
Authorial Identity ◽  
National University ◽  
Authorial Voice

Expressing an authoritative voice is an essential part of academic writing at university. However, the performance of the authorial self in writing is complex yet fundamental to academic success as a large part of academic assessment involves writing to the academy. More specifically, the performance of the authorial self can be complex for English as a Second Language (ESL) student-writers. This research investigated the extent to which ESL first-year students at the Fiji National University perform their authorial voice using interactional metadiscourse in their academic writing. The study employed a quantitative analysis of corpus produced by 16 Fijian ESL undergraduate students enrolled in an EAP course. The research found that the ESL authorial voice was predominantly expressed through boosters and attitude markers, with relatively little usage of other interactional metadiscoursal elements such as hedges, engagement markers and self-mentions. Further, the research showed that this particular cohort expressed their authorial voice and identity through boosted arguments and avoiding language that directly mentions the authorial self. The study concludes that the ESL authorial self for this cohort manifests itself in a selected range of selected interactional metadiscoursal elements, requiring the need to raise the awareness of self-reflective expressions for ESL students. The study also encourages further exploration of ESL authorial identity construction in academic writing at undergraduate level and beyond.

scholarly journals Plagiarism, Intertextuality and Emergent Authorship in University Students' Academic Writing

2009 ◽  
Vol 6 (1) ◽  
Author(s):  
Celia Helen Thompson
Keyword(s):  
Academic Writing ◽  
Teaching And Learning ◽  
Common Knowledge ◽  
Learning Activities ◽  
Authorial Identity ◽  
Text Production ◽  
Student Authorship ◽  
Intertextual Connections ◽  
University Lecturers ◽  
Written Assignments

Issues of plagiarism, intertextuality and authorial presence in academic writing are fundamental to the teaching and learning activities of all university lecturers and their students. Knowing how to assist students, particularly those who speak English as an additional language (EAL), to develop a sense of text/knowledge ownership and authorial presence in the creation of discipline-based scholarly texts can be especially challenging. Clarifying what is encompassed by the notion of ‘common knowledge’ is also central to this process. The aim of this paper is to explore the political and intertextual nature of text/knowledge construction and emergent student authorship through the analysis of interviews and written assignments from two EAL students, together with interview data from lecturers from relevant disciplinary fields. Drawing on the work of Bakhtin, Kristeva and Penrose and Geisler, I conclude by suggesting that it is by engaging with, rather than fearing, intertextual connections, that we can create a dialogic pedagogy for academic writing that will enable students to articulate an authoritative authorial identity of their own. The importance of lecturer intervention during the drafting stages of text production is also emphasised. Keywords: plagiarism; intertextuality; emergent authorship; academic writing

scholarly journals Linguistic Disadvantage and Authorial Identity in Research Articles Written by Native English and Thai Writers in International Publication

2017 ◽  
Vol 6 (5) ◽  
pp. 206 ◽  
Author(s):  
Darunee Yotimart ◽  
Noor Hashima Abd. Aziz
Keyword(s):  
Academic Writing ◽  
English Language ◽  
Applied Linguistics ◽  
Research Articles ◽  
Authorial Identity ◽  
Emerging Themes ◽  
Linguistic Aspect ◽  
Effective Use ◽  
University Lecturers

Research have reported that one of the challenges faced by non-native English writers to have their research articles (RAs) accepted by English-medium journals is to fulfill the journals’ expectations in terms of linguistic aspect. In addition, non-native English writers seem to be having the problem in expressing their authorial identity which is needed to build one’s academic arguments. Therefore, this research was conducted to 1) explore whether linguistic disadvantage exists among native English writers or Thai writers in international publication, and 2) discover how the native English and Thai writers assert their identities through different rhetorical purposes of RAs. Eight university lecturers in Applied Linguistics (AL) from a few universities in Thailand were interviewed  to understand  their  views on the issues of  writing  for scholarly  publication  in  the  English  language. The findings revealed two salient emerging themes:  (1) the role of linguistic disadvantage and (2) variation in authorial identity between native English and Thai writers. The study has found that linguistic disadvantage exists among the Thai writers. The native English writers expressed their authorial identity overtly but the Thai writers deferred their authorial identity. It is suggested that teachers in Thailand emphasize more on the knowledge of linguistic aspect required in international publication and the effective use of linguistic realization of authorial identity in academic writing. 

Identity Construction in Academic Writing of Student Writers Who Use English as an Additional Language: A Literature Review1

2020 ◽  
Vol 43 (4) ◽  
pp. 506-524
Author(s):  
Fangzhi He
Keyword(s):  
Identity Construction ◽  
Academic Writing ◽  
Sense Of Self ◽  
Empirical Studies ◽  
Student Writers ◽  
Proficiency Levels ◽  
Authorial Identity ◽  
English Speaking ◽  
Audience Awareness ◽  
Writer Identities

Abstract Academic writing is social interaction between writer and reader, during which writers can employ discursive and non-discursive features to construct their identities. However, many student writers who are users of English as an additional language (EAL) may find it challenging to construct their identities in academic writing. Properly constructed identity in academic writing can help EAL student writers develop a stronger sense of self, exercise their agency, and negotiate the academic discourse. Therefore, this paper reviews empirical studies on EAL student writers’ identity construction when they write in English to investigate the features of identities that EAL student writers construct in texts and the factors that influence their identity construction. The findings show that, compared with expert writers and native-English-speaking (NES) counterparts, EAL student writers tend to present a weak authorial identity. Furthermore, EAL student writers tend to be more engaged with texts than with readers and lack commitment to their claims. The identities that EAL student writers construct in academic writing are also interwoven with EAL students’ English proficiency levels, educational experience, disciplinary conventions, genre affordances, and audience awareness. The findings of this literature review can help teachers and educators raise EAL students’ identity awareness and facilitate students in strategically constructing writer identities in academic writing.

scholarly journals Analysing authorial identity construction in the review article genre in Applied Linguistics

2022 ◽  
Vol 9 (1) ◽  
pp. 94-114
Author(s):  
Ali Sorayyaei Azar ◽  
Azirah Hashim
Keyword(s):  
Identity Construction ◽  
Academic Writing ◽  
Applied Linguistics ◽  
Review Article ◽  
Rhetorical Strategy ◽  
Authorial Identity ◽  
Review Articles ◽  
Frequency Of Use ◽  
Academic Review ◽  
First Person Plural

Authorial identity construction is one of many professional rhetorical strategies employed by authors in academic review genres. Authors usually create a persona to represent themselves, their seniority in the field, and the community to which they belong. The author’s visibility is made possible through several rhetorical devices. Perhaps the most remarkable way of such authorial identity construction in the review article genre is self-mentions. The aims of this research are (1) to find out what types of self-mention are frequently used in review articles, (2) to determine the frequency of use and distribution of self-mentions in the review articles, and (3) to investigate the rhetorical function of self-mentions in the different analytical sections of the review articles. The data, drawn from a randomly selected corpus of thirty-two review articles, were analysed using WordSmith Tools Version 6. The findings indicated that first-person plural pronouns were more frequently used than singular pronouns in the whole corpus except in the two review texts. It was also observed that the frequency of occurrence for the exclusive and inclusive pronouns was very close to each other. Most importantly, the inclusive pronouns were used not only as a politeness strategy to appreciate the readers and keep the writers’ claims balanced but also as a persuasive tool to seek the readers’ agreement in the evaluation of research developments. This study revealed that authors construct various professional personas as a rhetorical strategy to carve their authorial identity and credibility in the review article genre. The findings of this study have pedagogical implications in the field of academic writing in applied linguistics as well as other disciplines. 

Stance-taking: reporting verbs in citations in EFL undergraduate theses

2021 ◽  
Vol 37 (3) ◽  
Author(s):  
Pamela Olmos-Lopez
Keyword(s):  
Foreign Language ◽  
Academic Writing ◽  
Corpus Linguistics ◽  
English Language ◽  
Native Speakers ◽  
English Language Teaching ◽  
Mexican Students ◽  
Authorial Identity ◽  
Educational Implications ◽  
Native Speakers Of English

ABSTRACT L2 writers tend to have difficulties in using reporting verbs (Bloch, 2010) because the choosing of reporting verb needs some considerations: the stance of the author whose claims are being reported, the stance of the writer, and the interpretation of the writer (Thompson and Ye, 1991). This article explores stance-taking in reporting verbs in the context of citations in undergraduate theses written by Mexican students in English as a Foreign Language. The corpus consists of thirty undergraduate theses written by non-native speakers of English in the field of English Language Teaching. I use corpus linguistics tools, i.e., concordances for the analysis of stance-taking which makes the expressions observable in their context. The findings show that undergraduates use reporting verbs to express their stance in their theses and that this varies depending on the chapter. This paper suggests a category of reporting verbs that is commonly used in EFL academic writing within the ELT discipline. I propose some educational implications, stressing the need to make students and their instructors aware that the choice of reporting verbs is not just a matter of stylistic choice, but it can be an expression of authorial identity.

scholarly journals Student beliefs and attitudes about authorial identity in academic writing

2009 ◽  
Vol 34 (2) ◽  
pp. 153-170 ◽  
Author(s):  
Gail Pittam ◽  
James Elander ◽  
Joanne Lusher ◽  
Pauline Fox ◽  
Nicola Payne
Keyword(s):  
Academic Writing ◽  
Student Beliefs ◽  
Authorial Identity ◽  
Beliefs And Attitudes

Becoming an applied linguist

2016 ◽  
Vol 39 (2) ◽  
pp. 139-157 ◽  
Author(s):  
Celia Thompson ◽  
Janne Morton ◽  
Neomy Storch
Keyword(s):  
Doctoral Students ◽  
Academic Writing ◽  
Academic Discourse ◽  
Writing Teachers ◽  
Authorial Identity

The need to establish an authorial identity in academic discourse has been considered to be critical for all doctoral students by academic writing teachers and researchers for some time. For students for whom English is an additional language (EAL) in particular, the challenges are not only how to communicate this identity effectively in English, but also how to develop from a writer who simply ventriloquizes the voices of scholarly others to an author who writes with authority and discipline-specific rhetorical knowledge. In the current project, we explored how three EAL students constructed authorial voices through the use of personal and impersonal forms of self-representation and evaluative stance in the Introduction sections of their written PhD Confirmation Reports. Our findings indicate that students combined a complex range of linguistic and rhetorical resources, such as integral and non-integral attribution of sources and attitudinal markers of stance, in their quest to project credible authorial identities as Applied Linguists. We also discovered the effect of these resources on readers to be cumulative. We recommend further research, including interviews with students, supervisors and examiners from across the disciplines, to explore and extend the scope of the present study.

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