Writing and Identity
The discoursal construction of identity in academic writing
Writing is not just about conveying ‘content’ but also about the representation of self. (One of the reasons people find writing difficult is that they do not feel comfortable with the ‘me’ they are portraying in their writing. Academic writing in particular often poses a conflict of identity for students in higher education, because the ‘self’ which is inscribed in academic discourse feels alien to them.)
The main claim of this book is that writing is an act of identity in which people align themselves with socio-culturally shaped subject positions, and thereby play their part in reproducing or challenging dominant practices and discourses, and the values, beliefs and interests which they embody. The first part of the book reviews recent understandings of social identity, of the discoursal construction of identity, of literacy and identity, and of issues of identity in research on academic writing. The main part of the book is based on a collaborative research project about writing and identity with mature-age students, providing:
• a case study of one writer’s dilemmas over the presentation of self;
• a discussion of the way in which writers’ life histories shape their presentation of self in writing;
• an interview-based study of issues of ownership, and of accommodation and resistance to conventions for the presentation of self;
• linguistic analysis of the ways in which multiple, often contradictory, interests, values, beliefs and practices are inscribed in discourse conventions, which set up a range of possibilities for self-hood for writers.
The book ends with implications of the study for research on writing and identity, and for the learning and teaching of academic writing.
The book will be of interest to students and researchers in the fields of social identity, literacy, discourse analysis, rhetoric and composition studies, and to all those concerned to understand what is involved in academic writing in order to provide wider access to higher education.
The main claim of this book is that writing is an act of identity in which people align themselves with socio-culturally shaped subject positions, and thereby play their part in reproducing or challenging dominant practices and discourses, and the values, beliefs and interests which they embody. The first part of the book reviews recent understandings of social identity, of the discoursal construction of identity, of literacy and identity, and of issues of identity in research on academic writing. The main part of the book is based on a collaborative research project about writing and identity with mature-age students, providing:
• a case study of one writer’s dilemmas over the presentation of self;
• a discussion of the way in which writers’ life histories shape their presentation of self in writing;
• an interview-based study of issues of ownership, and of accommodation and resistance to conventions for the presentation of self;
• linguistic analysis of the ways in which multiple, often contradictory, interests, values, beliefs and practices are inscribed in discourse conventions, which set up a range of possibilities for self-hood for writers.
The book ends with implications of the study for research on writing and identity, and for the learning and teaching of academic writing.
The book will be of interest to students and researchers in the fields of social identity, literacy, discourse analysis, rhetoric and composition studies, and to all those concerned to understand what is involved in academic writing in order to provide wider access to higher education.
[Studies in Written Language and Literacy, 5] 1998. xiii, 373 pp.
Publishing status: Available
Published online on 12 April 2011
Published online on 12 April 2011
© John Benjamins Publishing Company
Table of Contents
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List of Figures | p. ix
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Acknowledgments | p. xi
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Chapter 1: Introduction | p. 1
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Part One: Theoretical Approaches to writing and Identity
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Chapter 2: Discourse and Identity | p. 37
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Chapter 3: Literacy and Identity | p. 57
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Chapter 4: Issues of identity in academic writing | p. 75
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Part Two: The Discoursal Construction of Identity in Academic Writing: An investigation with eight mature students
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Chapter 5: Introduction to Part Two | p. 109
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Chapter 6: Rachel Dean: a case study of writing and identity | p. 125
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Chapter 7: The origins of discoursal identity in writers’experience | p. 181
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Chapter 8: The sense of self and the role of the reader in the discoursal construction of writer identity | p. 215
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Chapter 9: The discoursal construction of academic community membership | p. 255
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Chapter 10: Multiple possibilities for self-hood in the academic discourse community | p. 281
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Conclusion
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Chapter 11: Writer identity on the agenda in theory and in practice | p. 327
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Index | p. 363
“By any assessment this book constitutes a splendid analysis of the ways in which very diverse, embodied, higher education students create themselves in their academic texts, and how they come to position themselves as they do. In my view it also presents a much needed emphasis on academic writing as a site of struggle for students and teachers, offering very practical possibilities for transformative action in our "New Times" (Lingard & Rizvi, 1997).
”
”
Kate Cadman in Engilsh for Specific Purposes 21, 2002
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ÜSTÜNALP, İbrahim & Elçin ESMER
2022. Analyzing Nouns and Verbs Marked With Self-Mention Suffixes in Graduate Theses. Dil Eğitimi ve Araştırmaları Dergisi 8:2 ► pp. 437 ff.
Alharbi, Majed Alharbi
2021. Reimagining the Ever-Changing Construct of Saudi Writerly Identity: A Heuristic Approach. SSRN Electronic Journal
Armand, Françoise & Catherine Maynard
2021. Développer la compétence à écrire en français langue seconde chez des adolescent⋅e⋅s en situation de grand retard scolaire : textes identitaires et ateliers d’expression théâtrale plurilingues. Revue des sciences de l’éducation 47:2 ► pp. 60 ff.
Atorresi, Ana & Laura Eisner
2021. Escritura e identidad: perspectivas socioculturales. Enunciación 26 ► pp. 14 ff.
Bekar, Mira & Tatyana Yakhontova
2021. Dimensions of Student Writer’s Self in Qualitative Research Interviews. In Academic Literacy Development, ► pp. 185 ff.
BOZKURT, Ferdi
2021. Risâletü'n-Nushiyye’de Bir Üstsöylem Ögesi olarak Kendinden Söz Etme. Afyon Kocatepe Üniversitesi Sosyal Bilimler Dergisi
Calle Arango, Lina, Natalia Ávila Reyes & Alejandra Meneses
2021. Construcción y transformaciones de las identidades académicas de estudiantes doctorales mediante la citación. Íkala 26:2 ► pp. 341 ff.
Calle-Arango, Lina, Natalia Ávila Reyes & Alejandra Meneses
2021. “Es un poco cobarde mi tipo de escritura”: formas de citación y negociaciones identitarias de doctorantes en Educación. DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada 37:3
Castelló, Montserrat, Lynn McAlpine, Anna Sala-Bubaré, Kelsey Inouye & Isabelle Skakni
2021. What perspectives underlie ‘researcher identity’? A review of two decades of empirical studies. Higher Education 81:3 ► pp. 567 ff.
Cribb, V. Michael & Xuemei Wang
2021. Making academic vocabulary count through strategic deployment in oral presentations by Chinese students of English. The Language Learning Journal 49:2 ► pp. 251 ff.
Cutri, Jennifer, Amar Freya, Yeni Karlina, Sweta Vijaykumar Patel, Mehdi Moharami, Shaoru Zeng, Elham Manzari & Lynette Pretorius
2021. Academic integrity at doctoral level: the influence of the imposter phenomenon and cultural differences on academic writing. International Journal for Educational Integrity 17:1
Daniel, Florence Oluwaseyi & Foluke Olayinka Unuabonah
2021. Stance and engagement in selected Nigerian Supreme Court judgments. English Text Construction 14:2 ► pp. 231 ff.
Fields, Susan S. & Katherine K. Frankel
2021. A Case Study of One Youth’s Stance toward the Discourse of Literary Analysis in a Secondary English Classroom . Research in the Teaching of English 55:4 ► pp. 393 ff.
Franco, Raquel Aparecida Soares Reis
2021. Sentidos e desafios da escrita acadêmica em um mestrado profissional. Revista da ABRALIN ► pp. 985 ff.
Gu, Xiaole & Ziwei Xu
2021. Sustainable Development of EFL Learners’ Research Writing Competence and Their Identity Construction: Chinese Novice Writer-Researchers’ Metadiscourse Use in English Research Articles. Sustainability 13:17 ► pp. 9523 ff.
Habibie, Pejman
2021. Knowledge Construction and Dissemination: The Narrative of a Multilingual Early Career Academic. In Academic Literacy Development, ► pp. 229 ff.
Habibie, Pejman & Sally Burgess
2021. Scholarly Publication, Early-Career Scholars, and Reflectivity. In Scholarly Publication Trajectories of Early-career Scholars, ► pp. 1 ff.
Kapranov, Oleksandr
2021. Self-Mention in Science Communication Associated with COVID-19 Research: A Comparison of Computer-Mediated Communicative Practices in the United Kingdom and the United States of America. American, British and Canadian Studies 36:1 ► pp. 131 ff.
Kashiha, Hadi
2021. Stance-taking across monologic and dialogic modes of academic speech. Southern African Linguistics and Applied Language Studies 39:4 ► pp. 352 ff.
Kaçar, Işıl Günseli
2021. Academic Knowledge Formation Through Blogs. In Futuristic and Linguistic Perspectives on Teaching Writing to Second Language Students [Advances in Linguistics and Communication Studies, ], ► pp. 118 ff.
Khuder, Baraa & Bojana Petric
2021. Chapter 6. Walking on thin ice. In Ethnographies of Academic Writing Research [Research Methods in Applied Linguistics, 1], ► pp. 106 ff.
Lee, Carmen & Dennis Chau
Lehman, Iga Maria & Łukasz Sułkowski
2021. Representation of voice in English essays of non-native students of business. Innovations in Education and Teaching International 58:2 ► pp. 168 ff.
Lehman, Iga Maria & Łukasz Sułkowski
2023. Reader Perceptions of Authorial Voice in Top-Tier Management Journals: The Case of Doctoral Students of Management From Eastern Europe. Journal of Management Education 47:4 ► pp. 349 ff.
Leite, Evandro Gonçalves , Regina Celi Mendes Pereira & Maria do Socorro Maia Fernandes Barbosa
2021. Práticas letradas acadêmicas na iniciação científica de alunos de ensino médio: gerenciamento de vozes de outrem em artigos científicos. Revista da ABRALIN ► pp. 1180 ff.
Linares, Emily & Déborah Blocker
2021. Literacy en français and à la française: Socializing students to academic literacy practices in a foreign language. Foreign Language Annals 54:4 ► pp. 1027 ff.
Macedo, Célia, Federico Navarro, Orlando Vian Jr. & Marília M. Ferreira
2021. Estudios de la escritura na educação superior: a multilingual presentation. DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada 37:3
Mateo Girona, María Teresa & María Teresa Caro Valverde
2021. La Didáctica de la argumentación informal: del comentario de textos al miniensayo. Lenguaje y Textos :53 ► pp. 55 ff.
Maňáková, Monika
2021. Self-mention in the academic discourse of ELF writers. Topics in Linguistics 22:2 ► pp. 32 ff.
McCambridge, Laura
2021. What Counts as ‘Good’ Academic Writing? The Interplay of Writing Norms in International Higher Education. In Academic Literacy Development, ► pp. 59 ff.
McCulloch, Sharon
2021. Establishing a Track Record in an Age of Precarity. In Scholarly Publication Trajectories of Early-career Scholars, ► pp. 263 ff.
Morton, Janne & Neomy Storch
2021. Authorial Voice in Doctoral Writing: Published Advice. In Academic Literacy Development, ► pp. 165 ff.
Olmos-Lopez, Pamela
2021. Walking the Early-Career Researcher Path in an Adoptive Culture. In Scholarly Publication Trajectories of Early-career Scholars, ► pp. 151 ff.
Olmos-Lopez, Pamela
2021. Stance-taking: reporting verbs in citations in EFL undergraduate theses. DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada 37:3
Power, Kate
2021. Transgender Identities in Writing Classes. In Linguistic Perspectives on Sexuality in Education, ► pp. 183 ff.
Rieder-Bünemann, Angelika
2021. English for Academic Purposes. In Developing Advanced English Language Competence [English Language Education, 22], ► pp. 73 ff.
Rieder-Bünemann, Angelika & Pia Resnik
2021. Students’ Conceptions of Academic Writing in a Second Language: Perspectives of Advanced Students of English. In Developing Advanced English Language Competence [English Language Education, 22], ► pp. 215 ff.
Sanscartier, Matthew D. & Matthew S. Johnston
2021. Learning the language of craft: a publishing workshop for graduate students. Teaching in Higher Education 26:2 ► pp. 197 ff.
Shen, Qian, Yating Tao & Natalia Grabar
2021. Stance markers in English medical research articles and newspaper opinion columns: A comparative corpus-based study. PLOS ONE 16:3 ► pp. e0247981 ff.
Sobkowiak, Paweł
2021. Developing Intercultural Identity on a Sojourn Abroad: A Case Study. Studia Anglica Posnaniensia 56:1 ► pp. 149 ff.
Adel Soleimani Nezhad, Fariborz Droudi & Fateme rahjoo
2021. The effect of digital literacy on the consumption of digital content among graduate students of Shahid Bahonar University of Kerman. Iranian Journal of Information Processing and Management 37:2 ► pp. 641 ff.
Thurlow, Steven
2021. Creativity is for poets and pop singers, isn’t it? Academic perspectives on creativity in doctoral writing. Arts and Humanities in Higher Education 20:2 ► pp. 187 ff.
Vladisavljević, Gordana & Aleksandra Jovanović
2021. Autoethnographies of Maturation in Academic Writing: Experiences from AWAC. In Teaching and Learning to Co-create, ► pp. 27 ff.
Wallbank, Adrian J.
2021. Academic Writing and Student Identity: Helping Learners Write in an Age of Massification, Metrics and Consumerism. In Student Support Services [University Development and Administration, ], ► pp. 1 ff.
Wallbank, Adrian J.
2022. Academic Writing and Student Identity: Helping Learners Write in an Age of Massification, Metrics and Consumerism. In Student Support Services [University Development and Administration, ], ► pp. 203 ff.
Yang, Shizhou & Yinyin Peng
2021. “I Am Like a Lost Child”: L2 Writers' Linguistic Metaphors as a Window Into Their Writer Identity. Frontiers in Psychology 12
Zahn, Daniela, Ursula Canton, Victoria Boyd, Laura Hamilton, Josianne Mamo, Jane McKay, Linda Proudfoot, Dickson Telfer, Kim Williams & Colin Wilson
2021. The whole is more than the sum of its parts – assessing writing using the consensual assessment technique. Studies in Higher Education 46:9 ► pp. 1907 ff.
Zhao, Jun & Yingliang Liu
2021. A Developmental View of Authorial Voice Construction in Master’s Thesis: A Case Study of Two Novice L2 Writers. Sage Open 11:4
Ávila Reyes, Natalia
2021. Chapter 7. Literacy histories and talk around texts. In Ethnographies of Academic Writing Research [Research Methods in Applied Linguistics, 1], ► pp. 126 ff.
Akingbe, Niyi & Paul Ayodele Onanuga
2020. ‘Voicing Protest’: Performing Cross-Cultural Revolt in Gambino's ‘This is America’ and Falz's ‘This is Nigeria’. Contemporary Music Review 39:1 ► pp. 6 ff.
Bergmark, Ulrika & Per-Olof Erixon
2020. Professional and academic knowledge in teachers’ research: An empowering oscillation. European Educational Research Journal 19:6 ► pp. 587 ff.
Bowers, David Matthew & Valentin A. B. Küchle
2020. Mathematical Proof and Genre Theory. The Mathematical Intelligencer 42:2 ► pp. 48 ff.
Buck, Rachel Hall
2020. Undergraduate Students’ Expectations of Persuasion and Argumentation: A Pilot Study at a Middle Eastern University. In English for Specific Purposes Instruction and Research, ► pp. 27 ff.
Carter, Susan, Cally Guerin & Claire Aitchison
2020. Being and Developing Writers. In Doctoral Writing, ► pp. 7 ff.
Damm-Ganamet, Kelly L., Renee L. DesJarlais, Tami Marrone, Amy Y. Shih, Jamie M. Schiffer, Laura Perez-Benito & Taraneh Mirzadegan
2020. Breaking the Glass Ceiling in Simulation and Modeling: Women in Pharmaceutical Discovery. Journal of Medicinal Chemistry 63:5 ► pp. 1929 ff.
Danzak, Robin L.
2020. (Re)Constructing Voices: Immigrant Women Read and Write for Social Justice and Themselves. In Reading-Writing Connections [Literacy Studies, 19], ► pp. 147 ff.
Dontcheva-Navratilova, Olga, Martin Adam, Renata Povolná & Radek Vogel
2020. Cross-Cultural Variation in Persuasion Across Specialised Discourses. In Persuasion in Specialised Discourses, ► pp. 263 ff.
Drewelow, Isabelle & Sara Finney
2020. Developing intercultural empathy through a strategy-based simulation in intermediate Spanish. The Language Learning Journal 48:6 ► pp. 754 ff.
Edlund, Ann-Catrine & Lars-Erik Edlund
2020. ”Den 1 mars då dog och stran fredrika”. HumaNetten :44
Fields, Susan Stewart
2020. From “Painstaking” to “Open and Loose”: Using a Discursive-Cognitive Lens to Ease a Frustrated Adolescent Writer’s Process. Reading & Writing Quarterly 36:5 ► pp. 462 ff.
Flowerdew, Lynne
2020. The Academic Literacies approach to scholarly writing: a view through the lens of the ESP/Genre approach. Studies in Higher Education 45:3 ► pp. 579 ff.
Frick, B. Liezel & Eva M. Brodin
2020. A return to Wonderland: Exploring the links between academic identity development and creativity during doctoral education. Innovations in Education and Teaching International 57:2 ► pp. 209 ff.
Galbraith, David & Zulaikha Al-Saadi
2020. Chapter 3. A dual-process model of L1 writing processes. In Writing and Language Learning [Language Learning & Language Teaching, 56], ► pp. 49 ff.
Garcia, Antero, Amber Maria Levinson & Emma Carene Gargroetzi
2020. “Dear Future President of the United States”: Analyzing Youth Civic Writing Within the 2016 Letters to the Next President Project. American Educational Research Journal 57:3 ► pp. 1159 ff.
Govender, Nereshnee & Andrea Alcock
2020. Humanising Writing centre Practice: Peer tutor Reflections at a University of Technology. Africa Education Review 17:1 ► pp. 18 ff.
Green, Simon
2020. The Nature of Academic Literacies. In Scaffolding Academic Literacy with Low-Proficiency Users of English, ► pp. 11 ff.
Green, Simon
2020. Scaffolding the Construction of Academic Literacies. In Scaffolding Academic Literacy with Low-Proficiency Users of English, ► pp. 41 ff.
Gregorio, Francesco
2020. Entrer dans la voix, marcher dans le désert. A contrario n° 28:1 ► pp. 135 ff.
He, Fangzhi
2020. Identity Construction in Academic Writing of Student Writers Who Use English as an Additional Language: A Literature Review1. Chinese Journal of Applied Linguistics 43:4 ► pp. 506 ff.
Hysaj, Ajrina & Doaa Hamam
2020. 2020 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE), ► pp. 668 ff.
Ismail, Arif, Gwen Ansell & Helena Barnard
2020. Fitting in, Standing Out, and Doing Both: Supporting the Development of a Scholarly Voice. Journal of Management Education 44:4 ► pp. 473 ff.
Işık-Taş, Elvan Eda
2020. The Statement of Purpose in Graduate Program Applications: The Impact of Academics’ Feedback on L2 Writer Identity. In English for Specific Purposes Instruction and Research, ► pp. 177 ff.
Jasim Al-Shujairi, Yasir Bdaiwi
2020. What, which and where: examining self-mention markers in ISI and Iraqi local research articles in applied linguistics. Asian Englishes 22:1 ► pp. 20 ff.
Klein, Christiane, Stephanie Herppich, Matthias Nückles, Jörg Wittwer, Jessica Kreutz, Anne K. Liefländer, Vivian Conrad, Franziska Birke, Tim Krieger, Timo Leuders, Lena Wessel, Gerd Bräuer, Laura Lösch & Katja Zaki
2020. Umsetzungsbeispiele. In Professionsorientierung in der Lehrerbildung, ► pp. 47 ff.
Kocatepe, Mehtap
2020. A Phenomenographic Exploration of Female Arab Second Language Writers’ Experiences with Information in an EAP Writing Course. Journal of College Reading and Learning 50:4 ► pp. 220 ff.
Krogh, Ellen
2020. Bildung and Literacy in Subject Danish: Changing L1 Education. In Rethinking L1 Education in a Global Era [Educational Linguistics, 48], ► pp. 157 ff.
Lamoureux, Sylvie A., Marie-Josée Vignola & Johanne S. Bourdages
2020. Littératie universitaire en milieu francophone minoritaire : vers une amélioration des habiletés scripturales. Enjeux et société 7:2 ► pp. 156 ff.
Lewis Ellison, Tisha, Bradley Robinson & Tairan Qiu
2020. Examining African American Girls’ Literate Intersectional Identities Through Journal Entries and Discussions About STEM. Written Communication 37:1 ► pp. 3 ff.
Li, Yulong
2020. Discussion. In Educational Change Amongst English Language College Teachers in China, ► pp. 107 ff.
Li, Yulong
2020. EAP and EAP Teachers. In Educational Change Amongst English Language College Teachers in China, ► pp. 7 ff.
Lorés-Sanz, Rosa & Isabel Herrando-Rodrigo
2020. New concepts, different approaches: tackling e-visibility in research project websites. Revista de Lingüística y Lenguas Aplicadas 15:1 ► pp. 83 ff.
Mendelson, Adam
2020. A Spanish Speaker and a Friend: Identity Transformation in Foreign Language Chat. In Technology and the Psychology of Second Language Learners and Users [New Language Learning and Teaching Environments, ], ► pp. 227 ff.
Núñez Cortés, Juan Antonio & María Constanza Errázuriz Cruz
2020. Panoramas de la alfabetización académica en el ámbito iberoamericano: Aportes para la calidad de la Educación Superior. Tendencias Pedagógicas 36 ► pp. 1 ff.
Perrow, Margaret, Mary (Lauren) Feldstein & Arlene Sieler
2020. Ocean Swimmer, Woodchopper, Road Tripper: Using Metaphor to Develop Students’ Identities as Writers. Journal of Adolescent & Adult Literacy 64:1 ► pp. 37 ff.
Romero González, Alba Naroa & Manuela de las Nieves Álvarez Álvarez
2020. Grado de alfabetización académica y prácticas escritoras en el marco de un programa formativo. Tendencias Pedagógicas 36 ► pp. 74 ff.
Simpson, Zach, Helen Inglis & Carl Sandrock
2020. Reframing Resources in Engineering Teaching and Learning. Africa Education Review 17:3 ► pp. 175 ff.
Sletto, Bjørn, Kristine Stiphany, Jane Futrell Winslow, Andrea Roberts, Marla Torrado, Alejandra Reyes, Ariadna Reyes, Juan Yunda, Christina Wirsching, Kwangyul Choi & Kristina Tajchman
2020. Demystifying Academic Writing in the Doctoral Program: Writing Workshops, Peer Reviews, and Scholarly Identities. Planning Practice & Research 35:3 ► pp. 349 ff.
Stanislavová, Veronika
2020. Research in foreign language didactics III, ► pp. 125 ff.
Takouda, Christina & Dimitrios Koutsogiannis
2020. Identities under Negotiation in a Second Language Academic Literacies Course. In Language Diversity in Greece [Multilingual Education, 36], ► pp. 49 ff.
Toprak, Ziya, Volkan Yücel & Piotr Mikiewicz
2020. A peculiar practice of academic writing: Epidemic writing in the Turkish graduate education. Cogent Education 7:1
Uppstad, Per Henning, Oddny Judith Solheim & Atle Skaftun
2020. The Reading – Writing Connection in Assessment of Reading Comprehension. Exploring the Role of a Communicative Aspect of Writing. In Reading-Writing Connections [Literacy Studies, 19], ► pp. 243 ff.
Vasheghani Farahani, Mehrdad
2020. Metadiscourse in Academic Written and Spoken English: A Comparative Corpus-Based Inquiry. Research in Language 18:3 ► pp. 319 ff.
Wade, Michelle L.
2020. “Let’s not get sexist” women and identity in community organizations. Politics, Groups, and Identities 8:2 ► pp. 316 ff.
Wedin, Åsa & Lena Stenbäck
2020. Föreställningar om läsande och läsundervisning hos lärare i svenska som andraspråk. Educare :4 ► pp. 109 ff.
Zacharias, Nugrahenny T.
2020. Voice Construction and Development of a Multilingual Student Writer: A Bakhtinian Perspective. RELC Journal 51:2 ► pp. 268 ff.
ÇAPAR, Meral & Ümit Deniz TURAN
2020. Interactional Metadiscourse in Research Articles Written by Turkish and Native Speakers. Anadolu Journal of Educational Sciences International 10:1 ► pp. 324 ff.
刘, 洁
2020. Construction of Competent Writer Identities for IELTS Trainees: A Case Study from an IELTS Training Center. Overseas English Testing: Pedagogy and Research 02:03 ► pp. 129 ff.
Alhassan, Awad & Dorothy Chen
2019. Investigating business EFL postgraduate student writing in a UK university: a qualitative study. Cogent Education 6:1
Angermuller, Johannes
2019. Catégoriser et positionner les sujets en philosophie : la controverse entre Derrida et Foucault envisagée d’un point de vue sociopragmatique. Argumentation et analyse du discours 22
ATAL, Deniz, Raziye SANCAR & Deniz DERYAKULU
2019. BT ÖĞRETMENLERİNİN CEVRİMİÇİ FORUMLARDA TARTIŞTIKLARI KONULARIN KÜLTÜRLER ARASI KARŞILAŞTIRMASI: TÜRKİYE-İNGİLTERE ÖRNEĞİ. Eğitim Teknolojisi Kuram ve Uygulama 9:1 ► pp. 50 ff.
Baker, Sally, Bongi Bangeni, Rachel Burke & Aditi Hunma
2019. The invisibility of academic reading as social practice and its implications for equity in higher education: a scoping study. Higher Education Research & Development 38:1 ► pp. 142 ff.
Bomer, Randy, Charlotte L. Land, Jessica Cira Rubin & Laura M. Van Dike
2019. Constructs of Teaching Writing in Research About Literacy Teacher Education. Journal of Literacy Research 51:2 ► pp. 196 ff.
Chmutina, Ksenia & Jason von Meding
2019. A Dilemma of Language: “Natural Disasters” in Academic Literature. International Journal of Disaster Risk Science 10:3 ► pp. 283 ff.
Crespo, Begoña
2019. Chapter 10. How intimate was the tone of female History writing in the Modern period?. In Writing History in Late Modern English, ► pp. 186 ff.
Diamond, Zane M. & Peter J. Anderson
2019. Indigenous Doctoral Literacy in the Humanities and Social Sciences. In Literacy Education and Indigenous Australians [Language Policy, 19], ► pp. 127 ff.
Dobele, Angela R. & Ekant Veer
2019. My best writing space: understanding academics self-professed writing spaces. Higher Education 78:2 ► pp. 345 ff.
Erixon, Per-Olof & Inger Erixon Arreman
2019. ECEC Students’ Writing Trajectories: Academic Discourse and “Professional Habitus”. Scandinavian Journal of Educational Research 63:6 ► pp. 968 ff.
Falconer, Heather M.
2019. “I Think When I Speak, I Don’t Sound Like That”: The Influence of Social Positioning on Rhetorical Skill Development in Science. Written Communication 36:1 ► pp. 9 ff.
Fellus, Olga O.
2019. Connecting the dots: toward a networked framework to conceptualizing identity in mathematics education. ZDM 51:3 ► pp. 445 ff.
Graven, Mellony & Einat Heyd-Metzuyanim
2019. Mathematics identity research: the state of the art and future directions. ZDM 51:3 ► pp. 361 ff.
Herrando-Rodrigo, Isabel
2019. Raising awareness around writers' voice in academic discourse : an analysis of writers' (in)visibility. Brno studies in English :2 ► pp. [53] ff.
Herrando-Rodrigo, Isabel
2021. A Question of Balance: The Scholarly Publication Trajectory of a Dual Profile Language Professional. In Scholarly Publication Trajectories of Early-career Scholars, ► pp. 225 ff.
Herrando-Rodrigo, Isabel
2022. ‘Is voice inevitable in written texts?’ Animate agents followed by active verbs as writers’ (de)voicing mechanisms in knowledge dissemination practices. Círculo de Lingüística Aplicada a la Comunicación 90 ► pp. 81 ff.
Hryniuk, Katarzyna
2019. Non-natives writing for Anglo-American journals: Challenges and urgent needs,
Jiang, Feng (Kevin) & Xiaohao Ma
2019. Chapter 2. Positioning and proximity of reader engagement. In Engagement in Professional Genres [Pragmatics & Beyond New Series, 301], ► pp. 29 ff.
Jølbo, Ingri Dommersnes
2019. Adjustment and Autonomy in Novice Second Language Writing: Reconceptualizing Voice in Language Learning. In Reconceptualizing Connections between Language, Literacy and Learning [Educational Linguistics, 39], ► pp. 189 ff.
Khany, Reza, Mohammad Aliakbari & Saeedeh Mohammadi
2019. A model of rhetorical markers competence in writing academic research articles: a qualitative meta-synthesis. Asian-Pacific Journal of Second and Foreign Language Education 4:1
Kibler, Amanda K.
2019. Becoming a “Mexican Feminist”: Disciplinary Becoming Through Interactional Histories Across Communities and Contexts. In Longitudinal Interactional Histories, ► pp. 189 ff.
Kozubíková Šandová, Jana
2019. Audience involvement in academic book review articles : an English and Czech comparative study. Brno studies in English :2 ► pp. [101] ff.
Larsen, Annelise Brox
2019. PhD revisited: Content in Nordic pupil narratives in instructedEFL. In English Didactics in Norway, ► pp. 295 ff.
McNamee, Lakshini Sandhya & Peter Neville Rule
2019. Dispositions of newly qualified doctors encountering a language-related dilemma in South Africa. Southern African Linguistics and Applied Language Studies 37:2 ► pp. 158 ff.
Mori, Miki
2019. Writing and Achievement at University as Individualistic or Social Practices: Two Latino Undergraduates’ Contrasting Approaches to Academic Success. Journal of Language, Identity & Education 18:2 ► pp. 126 ff.
Ravelli, Louise J.
2019. Multimodality and the register of disciplinary History. Language, Context and Text. The Social Semiotics Forum 1:2 ► pp. 341 ff.
Rodríguez-Puente, Paula
2019. Chapter 8. Interpersonality in legal written discourse. In Corpus-based Research on Variation in English Legal Discourse [Studies in Corpus Linguistics, 91], ► pp. 171 ff.
Sfard, Anna
2019. Making sense of identities as sense-making devices. ZDM 51:3 ► pp. 555 ff.
Soler, Josep
2019. Academic Publishing in English: Exploring Linguistic Privilege and Scholars’ Trajectories. Journal of Language, Identity & Education 18:6 ► pp. 389 ff.
Zhang, Xiaodong
2019. EFL Writers’ Reconstruction of Writing Beliefs in a Functional Linguistics-Based Curriculum: What Does the Trajectory Look Like?. Sage Open 9:2
Agosti, Cintia Inés & Eva Bernat
2018. University Pathway Programs: Types, Origins, Aims and Defining Traits. In University Pathway Programs: Local Responses within a Growing Global Trend, ► pp. 3 ff.
Airey, John & Johanna Larsson
2018. Developing Students’ Disciplinary Literacy? The Case of University Physics. In Global Developments in Literacy Research for Science Education, ► pp. 357 ff.
Arends, Delia & Nadine F. Petersen
2018. The role of first-year experience excursion in promoting social integration at university: Student teachers’ views. South African Journal of Childhood Education 8:1
Bloome, David, Gilcinei T. Carvalho & Sanghee Ryu
2018. Researching Academic Literacies. In The Palgrave Handbook of Applied Linguistics Research Methodology, ► pp. 887 ff.
Branscombe, Margaret & Jenifer Jasinski Schneider
2018. Accessing Teacher Candidates’ Pedagogical Intentions and Imagined Teaching Futures through Drama and Arts-Based Structures. Action in Teacher Education 40:1 ► pp. 19 ff.
Canton, Ursula, Michelle Govan & Daniela Zahn
2018. Rethinking academic literacies. A conceptual development based on teaching practice. Teaching in Higher Education 23:6 ► pp. 668 ff.
Chandrasoma, Ranamukalage & Lalith Ananda
2018. Intertextualizing interactive texts for critical thinking: A South Korean EFL experience. Critical Inquiry in Language Studies 15:2 ► pp. 115 ff.
Chen, Xinren
2018. Chapter 6. Chinese writers of English RAs as creators of a research space in a national context. In Intercultural Perspectives on Research Writing [AILA Applied Linguistics Series, 18], ► pp. 129 ff.
Cheung, Kevin Yet Fong, James Elander, Edward James Nairn Stupple & Michael Flay
2018. Academics’ understandings of the authorial academic writer: a qualitative analysis of authorial identity. Studies in Higher Education 43:8 ► pp. 1468 ff.
Dong, Jihua & Louisa Buckingham
2018. The textual colligation of stance phraseology in cross-disciplinary academic discourse. International Journal of Corpus Linguistics 23:4 ► pp. 408 ff.
Dong, Jihua & Louisa Buckingham
2022. Identity construction and its collocation networks: a cross-register analysis of the finance domain. Text & Talk 42:5 ► pp. 647 ff.
Edberg, Hélène
2018. Concluding Discussion About Discoursal Identity and Learning Critical Thinking Through Creative Writing. In Creative Writing for Critical Thinking, ► pp. 319 ff.
Edberg, Hélène
2018. A Follow-Up Study: Creative Writing for Critical Metareflection in a Different Context. In Creative Writing for Critical Thinking, ► pp. 271 ff.
Edberg, Hélène
2018. Discoursal Identity and Subject. In Creative Writing for Critical Thinking, ► pp. 83 ff.
Edberg, Hélène
2018. Introduction. In Creative Writing for Critical Thinking, ► pp. 1 ff.
Edberg, Hélène
2018. Critical Metareflection. In Creative Writing for Critical Thinking, ► pp. 233 ff.
Edberg, Hélène
2018. Writers’ Positions. In Creative Writing for Critical Thinking, ► pp. 143 ff.
Edberg, Hélène
2018. Basic Outlines of the Research. In Creative Writing for Critical Thinking, ► pp. 45 ff.
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2018. Creative Writing for Critical Metareflection: Some Educational Implications. In Creative Writing for Critical Thinking, ► pp. 359 ff.
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This list is based on CrossRef data as of 5 november 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.
Subjects
Main BIC Subject
CF: Linguistics
Main BISAC Subject
LAN009000: LANGUAGE ARTS & DISCIPLINES / Linguistics / General