Authorial identity in professional and apprentice academic genres
Feng (Kevin) Jiang | School of Foreign Language Education, Jilin University, China
Xiaohao Ma | Centre for Applied English Studies, The University of Hong Kong, Hong Kong
In this chapter we look at engagement by exploring how writers involve readers while expressing authorial identity in professional and apprentice genres. Based on a modified model of engagement features (Hyland 2005c; Hyland and Jiang 2016), this paper examines a 1.2 million-word corpus of 30 published research articles and 20 PhD confirmation reports in educational studies. We further relate the engagement features to the rhetorical strategies of proximity and positioning in the construction of authorial identity (Hyland 2012). Results show that journal articles include far more engagement devices than doctoral confirmation reports, while PhD writers express a higher degree of proximity than professional experts. Thus different authorial identities impact the patterns and strategies of reader engagement in academic persuasion.
Biber, Douglas, Stig Johansson, Geoffrey Leech, Susan Conrad, and Edward Finegan
1999Longman Grammar of Written and Spoken English. Harlow: Longman.
Bitchener, John, and Helen Basturkmen
2006 “Perceptions of the Difficulties of Postgraduate L2 Thesis Students Writing the Discussion Section.” Journal of English for Academic Purposes 5 (1): 4–18.
Chang, Yu-Ying, and John M. Swales
1999 “Informal Elements in English Academic Writing: Threats or Opportunities for Advanced Non-native Speakers.” In Writing: Texts, Processes and Practices, ed. by Christopher N. Candlin, and Ken Hyland, 145–167. London: Longman.
Hyland, Ken
2001 “Bringing in the Reader: Addressee Features in Academic Articles.” Written Communication 18 (4): 549–574.
Hyland, Ken
2002 “What Do They Mean? Questions in Academic Writing.” Text 22 (4): 529–557.
Hyland, Ken
2004aDisciplinary Discourses: Social Interactions in Academic Writing. Ann Arbor, MI: University of Michigan Press.
Hyland, Ken
2004b “Disciplinary Interactions: Metadiscourse in L2 Postgraduate Writing.” Journal of Second Language Writing 13 (2): 133–151.
Hyland, Ken
2004c “Patterns of Engagement: Dialogic Features and L2 Undergraduate Writing.” In Analysing Academic Writing: Contextualized Frameworks, ed. by Louise Ravelli and Robert A. Ellis, 5–23. London: Continuum.
Hyland, Ken
2005aMetadiscourse: Exploring Interaction in Writing. London: Continuum.
Hyland, Ken
2005b “Representing Readers in Writing: Student and Expert Practices.” Linguistics and Education 16 (4): 363–377.
Hyland, Ken
2005c “Stance and Engagement: A Model of Interaction in Academic Discourse.” Discourse Studies 7: 173–192.
Hyland, Ken
2012Disciplinary Identities: Individuality and Community in Academic Discourse. Cambridge: Cambridge University Press.
Hyland, Ken
2015Academic Publishing: Issues and Challenges in the Construction of Knowledge. Oxford: Oxford University Press.
Hyland, Ken, and Carmen Sancho Guinda
eds.2012Stance and Voice in Written Academic Genres. Basingstoke, U.K.: Palgrave Macmillan.
Hyland, Ken, and Feng (Kevin) Jiang
2016 ““We Must Conclude That…”: A Diachronic Study of Academic Engagement.” Journal of English for Academic Purposes 24: 29–42.
2001 “I Am How I Sound: Voice as Self-Representation in L2 Writing.” Journal of Second Language Writing 10 (1): 3–33.
Koutsantoni, Dimitra
2004 “Attitude, Certainty and Allusions to Common Knowledge in Scientific Research Articles.” Journal of English for Academic Purposes 3 (2): 163–182.
Lafuente-Millán, Enrique
2014 “Reader Engagement across Cultures, Languages and Contexts of Publication in Business Research Articles.” International Journal of Applied Linguistics 24 (2): 201–223.
Lancaster, Zak
2014 “Exploring Valued Patterns of Stance in Upper-Level Student Writing in the Disciplines.” Written Communication 31 (1): 27–57.
Lancaster, Zak
2016 “Expressing Stance in Undergraduate Writing: Discipline-Specific and General Qualities.” Journal of English for Academic Purposes 23: 16–30.
Lee, Joseph J., and Lydia Deakin
2016 “Interactions in L1 and L2 Undergraduate Student Writing: Interactional Metadiscourse in Successful and Less-Successful Argumentative Essays.” Journal of Second Language Writing 33: 21–34.
Martínez, Iliana A.
2005 “Native and Non-Native Writers’ Use of First Person Pronouns in the Different Sections of Biology Research Articles in English.” Journal of Second Language Writing 14 (3): 174–190.
McGrath, Lisa, and Maria Kuteeva
2012 “Stance and Engagement in Pure Mathematics Research Articles: Linking Discourse Features to Disciplinary Practices.” English for Specific Purposes 31 (3): 161–173.
Opfer, V. Darleen, and David Pedder
2011 “Conceptualizing Teacher Professional Learning.” Review of Educational Research 81: 376–407..
Paltridge, Brian, and Sue Starfield
2007Thesis and Dissertation Writing in a Second Language: A Handbook for Supervisors. London: Routledge.
Ryshina-Pankova, Marianna
2011 “Developmental Changes in the Use of Interactional Resources: Persuading the Reader in FL Book Reviews.” Journal of Second Language Writing 20 (4): 243–256.
Swales, John M.
1990Genre Analysis: English in Academic and Research Settings. Cambridge: Cambridge University Press.
Swales, John M., Ummul K. Ahmad, Yu-Ying Chang, Daniel Chavez, Dacia F. Dressen, and Ruth Seymour
1998 “Consider This: The Role of Imperatives in Scholarly Writing.” Applied Linguistics 19 (1): 97–121.
Swales, John M., and Christine B. Feak
2012Academic Writing for Graduate Students: Essential Tasks and Skills. 3rd ed.. Ann Arbor, MI: University of Michigan Press.
Thompson, Paul
1999 “Exploring the Contexts of Writing: Interviews with PhD Supervisors.” In Issues in EAP Writing Research and Instruction, ed. by Paul Thompson, 37–54. Reading, U.K.: Centre for Applied Language Studies, University of Reading.
Webber, Pauline
1994 “The Function of Questions in Different Medical Journal Genres.” English for Specific Purposes 13 (3): 257–268.
Yasuda, Sachiko
2011 “Genre-Based Tasks in Foreign Language Writing: Developing Writers’ Genre Awareness, Linguistic Knowledge, and Writing Competence.” Journal of Second Language Writing 20 (2): 111–133.
This list is based on CrossRef data as of 22 march 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
Any errors therein should be reported to them.