Article published in:Postgraduate Writing in a Globalised World
Edited by Emmaline Lear and Elke Stracke
[Australian Review of Applied Linguistics 39:2] 2016
► pp. 139–157
Becoming an applied linguist
A study of authorial voice in international PhD students’ confirmation reports
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.
Keywords: Authorial identity, students for whom English is an additional language, evaluative stance, doctoral writing, voice
Published online: 07 February 2017
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Cited by 2 other publications
Castelló, Montserrat, Lynn McAlpine, Anna Sala-Bubaré, Kelsey Inouye & Isabelle Skakni
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