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. 

scholarly journals ANALYSING THE MACROORGANISATIONAL STRUCTURE OF THE REVIEW ARTICLE GENRE IN APPLIED LINGUISTICS

2017 ◽  
Vol 6 (1) ◽  
Author(s):  
Ali Sorayyaei AZAR ◽  
Azirah HASHIM
Keyword(s):  
Significant Variation ◽  
Applied Linguistics ◽  
Review Article ◽  
Research Articles ◽  
Rhetorical Strategies ◽  
Organisational Structure ◽  
Research Writing ◽  
Review Articles ◽  
Academic Review ◽  
Structure And Functions

The aim of this research is (1) to analyse the macro-organisational structure and (2) to investigate and describe the analytical sections of the data. The data, drawn from a randomly selected corpus of 32 review articles, was analysed following Swales’ (1990) genre analysis to describe and investigate the schematic structure of the review article genre. The findings revealed that the CARS model was often observed in this genre. Moreover, although both review articles and research articles have been considered sub-genres of the research genre, there is a significant variation among them in terms of the schematic structure, rhetorical strategies, and functions. The schematic structure and functions of the review article genre were further investigated by consulting the specialist informants. The macroorganisational structure of this genre proposed hence provide the instructive guidance for EFL graduates and junior researchers how to review the developments critically during their research writing. Keywords: academic review genres, review article genre, macro-organisational structure, analytical sections of review article genre

Are we visible? An interdisciplinary data-based study of self-mention in research articles

2016 ◽  
Vol 52 (3) ◽  
Author(s):  
Mohsen Khedri
Keyword(s):  
Applied Linguistics ◽  
Interdisciplinary Approach ◽  
Environmental Engineering ◽  
Research Articles ◽  
First Person ◽  
Person Plural ◽  
Rhetorical Strategy ◽  
Original Contribution ◽  
Subjective Strategies ◽  
First Person Plural

AbstractResearch articles have often materialized through the use of impersonal objective strategies viz. abstract rhetors, passive constructions, and nominalizations. However, intrusive or subjective strategies, such as self-mentions, appear to integrate impersonal structures. As a rhetorical strategy to explicitly portray authorial selves, self-mentions help writers to project themselves into the discourse by marketing themselves and demarcating their original contribution to the field. Here, an interdisciplinary approach was adopted to examine explicit authorial presence in a comparable corpus of 40 research articles in applied linguistics, psychology, environmental engineering, and chemistry by taking into consideration: (i) the frequency of using exclusive first person plural pronouns (

Bridging boundaries across genre traditions

2017 ◽  
Vol 24 (3) ◽  
pp. 259-293
Author(s):  
Isaac Nuokyaa-Ire Mwinlaaru
Keyword(s):  
Identity Construction ◽  
Frequency Distribution ◽  
Academic Writing ◽  
Systemic Functional Linguistics ◽  
Applied Linguistics ◽  
Research Articles ◽  
Lexical Bundles ◽  
Functional Linguistics ◽  
Research Article

Abstract This study explores the benefits of a synergy between ESP research on genre and theoretical dimensions of Systemic Functional Linguistics (SFL). It models genre on SFL dimensions and employs this model to analyse 200 biodata written by Applied Linguistics scholars, 100 each from research articles and seminar posters. Data were analysed from contextual, logico-semantic and lexicogrammatical perspectives. The findings reveal five generic stages in biodata. The frequency distribution of these stages and the phases that realise them shows variation between research article bios and seminar bios. The most frequent logico-semantic (or rhetorical) relations identified among stages and phases are of the expansion type, namely addition and elaboration, Further, collocational frameworks are used in organising some generic phases into waves of meaning and in construing different identities. Finally, evaluative resources, in the form of lexical bundles, modification and circumstantial elements in the clause, are employed by writers to boost their professional achievements and promote themselves. These findings contribute to theoretical discussions on genre and the scholarship on the interface between identity construction and academic writing, and also motivate further research.

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.

Hedges as writer protective devices in applied linguistics and literary criticism research articles

2012 ◽  
Vol 5 (1) ◽  
pp. 31 ◽  
Author(s):  
Martina Malášková
Keyword(s):  
Literary Criticism ◽  
Academic Writing ◽  
Applied Linguistics ◽  
Research Articles ◽  
Small Scale ◽  
Complex Nature ◽  
Frequency Of Use ◽  
Different Types ◽  
Scientific Fields

It is widely acknowledged that hedges form an indispensable part of academic writing in general and research articles (RAs) in particular. There has been a lot of research done attempting to describe and classify this language device, address its complex nature and understand its functions in different types of texts. This paper presents the results of a small-scale comparative study carried out on a corpus of research articles in two scientific fields – applied linguistics and literary criticism. The analysis was based on a revised classification of Hyland (1998) and Dontcheva-Navratilova (2009) and with special regard to the role they play in reader-writer interaction. The aim of the investigation was to determine which features in the text function as writer-protective, i.e. hedging writer commitment to the propositional content of the message, and to what extent these features differ in the examined texts. The results of the study show that there are significant differences in both the variety and frequency of use of hedges in applied linguistics and literary criticism research articles, which suggests that there is a connection between particular types of hedges and differences in the type of argumentation and interaction with the intended readership in the two respective communities.

CORPUS LINGUISTICS, LANGUAGE CORPORA AND LANGUAGE TEACHING

2020 ◽  
Vol 14 (2) ◽  
pp. 75
Author(s):  
Eska Perdana Prasetya ◽  
Anita Dewi Ekawati ◽  
Deni Sapta Nugraha ◽  
Ahmad Marzuq ◽  
Tiara Saputri Darlis
Keyword(s):  
Academic Writing ◽  
Corpus Linguistics ◽  
Language Use ◽  
Language Teaching ◽  
Applied Linguistics

<span lang="EN-GB">This research is about Corpus Linguistics, Language Corpora, And Language Teaching. As we know about this science is relatively new and is associated with technology. There are several areas discussed in this study such as several important parts of the corpus, the information generated in the corpus, four main characteristics of the corpus, Types of Corpora, Corpora in Language Teaching, several types that could be related to corpus research, Applications of corpus linguistics to language teaching may be direct or indirect. The field of applied linguistics analyses large collections of written and spoken texts, which have been carefully designed to represent specific domains of language use, such as informal speech or academic writing.</span>

Literacy and Education: Fifth Release From the 1961 Census of Pakistan (Review Article)

1963 ◽  
Vol 3 (3) ◽  
pp. 424-442
Author(s):  
Jamila Akhtar
Keyword(s):  
Population Growth ◽  
Urban Areas ◽  
Review Article ◽  
Interim Report ◽  
Educational Levels ◽  
Rural And Urban Areas ◽  
The Past ◽  
Review Articles ◽  
Rural And Urban ◽  
Age And Sex

This review of the Literacy and Education Bklletin1 of the 1961 Census is fourth in the series of review articles published in this journal2. The Bulletin under review forms a part of the interim report on the characteristics of the population of Pakistan. It gives information on the number of illiterate and literate persons by age and sex for rural and urban areas on division and district basis; illiterate and literate.population in selected cities and towns; and the educational levels attained by the literate population by age and sex for divisions and districts. Relevant statistical notes and statements precede the tables in the Bulletin. The objective of this review is to describe the meaningfulness and significance of literacy statistics. To this end, a distinction is made between formal and functional levels of literacy. Comparisons of the 1951 and 1961 census figures are undertaken to indicate the progress of literacy and education during the past decade with reference to the effect of intercensal rate of population growth on such progress. Certain questions regarding the reliability of data are raised, which emphasize the need for caution in the interpretation of literacy statistics.

scholarly journals Hidden features in global knowledge production: (re)positioning theory and practice in academic writing

2017 ◽  
Vol 17 (2) ◽  
pp. 355-378 ◽  
Author(s):  
Joel Windle
Keyword(s):  
Academic Writing ◽  
Knowledge Production ◽  
Applied Linguistics ◽  
Positioning Theory ◽  
Theory And Practice ◽  
Academic Literacies ◽  
Global Knowledge ◽  
Post Colonial ◽  
Colonial Theory ◽  
Global North

ABSTRACT A key challenge for applied linguistics is how to deal with the historical power imbalance in knowledge production between the global north and south. A central objective of critical applied linguistics has been to provide new epistemological foundations that address this problem, through the lenses of post-colonial theory, for example. This article shows how the structure of academic writing, even within critical traditions, can reinforce unequal transnational relations of knowledge. Analysis of Brazilian theses and publications that draw on the multiliteracies framework identifies a series of discursive moves that constitute “hidden features” (STREET, 2009), positioning “northern” theory as universal and “southern” empirical applications as locally bounded. The article offers a set of questions for critical reflection during the writing process, contributing to the literature on academic literacies.

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