Authorial presence in academic genres

Poudat, Céline; Loiseau, Sylvain

doi:10.1075/scl.19.05pou

Cited by 4 publications

(4 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Previous research on the use of first person markers most commonly stressed the role of discipline (Gray 2015). The role of genre (Poudat & Loiseau 2005, Petch-Tyson 1998, Rahimivand & Kuhi 2014, Paquot et al 2013, language proficiency (Abbuhl 2012, McCrostie 2008 or nativeness (Petch-Tyson 1998, Paquot et al 2013, Behnam et al 2014, however, yielded controversial results. Figure 1 presents an overview of quantitative results in the corpora under examination.…”

Section: Resultsmentioning

confidence: 99%

“…The latter helps "writers gain credibility by projecting an identity invested with individual authority, displaying confidence in their evaluations and commitment to their ideas" (Hyland 2002(Hyland , p. 1091. Since authorial presence depends on the discipline (Gray 2015) as well as genre (Poudat & Loiseau 2005) requirements, writers are faced with a challenging task to find the right level of balance between invisibility and visibility and to express their stance following the genre's expectations.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Person Markers in Non-Native Students’ Writing

Bikelienė¹

2016

View full text Add to dashboard Cite

The present paper seeks to analyse person markers, which refer to “the use of first person pronouns and possessive adjectives” (Hyland 2014(1999), p. 104), in university learner English. Students are constantly encouraged to aim at academic register, one of the features of which is an attempt at objectivity. While this could be achieved by using an impersonal style, “writers gain credibility by projecting an identity invested with individual authority, displaying confidence in their evaluations and commitment to their ideas” (Hyland 2002, p. 1091). Writers, therefore, have to find the right level of balance between invisibility and visibility in their work. Person markers, as one of the most important linguistic means to create authorial presence (Burneikaitė 2013), being subjected to genre constraints, pose numerous problems to non-native students who have repeatedly been characterised as lacking in awareness of genre conventions and having problems with formal register (Breeze 2007). Though the topic of authorial stance has been researched widely, there has been little analysis of Lithuanian learners’ English data (cf. Burneikaitė 2008, 2013). In addition, no research has been found that analysed genre or institution variables in the use of person markers in Lithuanian undergraduates’ writing. This shows a need for the present study, which focuses on genre, language proficiency, institutional, and L1 variables. The data for the study was retrieved from a number of corpora representing non-native (Lithuanian) and native (English) university students’ language. The results indicate different roles of the variables in the explicit expression of authorial stance by person markers.

show abstract

Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Person Markers in Non-Native Students’ Writing

Bikelienė¹

2016

View full text Add to dashboard Cite

show abstract

“…Complicating the learning process is the considerable variation across disciplines and cultures with respect to the use of self-referential pronouns (e.g. Breivega, Dahl, & Fløttom, 2002;Dueñas, 2007;Fløttom, Dahl, & Kinn, 2006;Harwood, 2005aHarwood, , 2005bHyland, 2001Hyland, , 2002bHyland, , 2008Kim, 2009;Poudat & Loiseau, 2005;Vassileva, 1998). Non-native speakers of English may find the emphasis on 'writer as authority' and 'writer as individual' prevalent in North American academic discourse to be misaligned with the more familiar rhetorical identities and epistemological orientations of their home cultures and/or disciplines (e.g.…”

Section: Introductionmentioning

confidence: 99%

Using self-referential pronouns in writing: The effect of explicit instruction on L2 writers at two levels of proficiency

Abbuhl

2012

Language Teaching Research

View full text Add to dashboard Cite

Skilled writers have at their disposal a range of rhetorical strategies for positioning themselves as competent members of a particular discourse community, including the judicious use of self-referential pronouns (e.g. I, she, he) to overtly signal authorial presence. However, while researchers routinely recommend that second language (L2) writers receive instruction on the use of this rhetorical strategy, empirical studies on the effect of such instruction are rare. The present study investigates the effect of explicit instruction on the ability of non-native speakers of English (NNS) ( n = 77) at two different levels of proficiency to use two signals of authorial presence (first person pronouns and self-referential third person pronouns/phrases) while writing specially constructed essay types. Using a controlled/posttest design with stimulated recall data, the study found that the instructed students significantly outperformed their non-instructed counterparts on Essay 1 (immediately after treatment), Essay 2 (one week later) and a quiz (one month later). The effect of the instruction did not depend on the proficiency of the student. Implications for L2 writing instruction are discussed.

show abstract

“…Además, como era de esperarse, los psicólogos usan poco el pronombre de primera persona; y las prácticas de escritura parecen, desde Por el uso del pronombre, también es posible que haya más diferencias entre la lingüística y la psicología, que entre esta última disciplina y la medicina. 13 Los resultados en ciencias de la educación parecen más sorprendentes: se acercan fuertemente a la psicología, aunque los métodos expuestos no son los de prácticas experimentales. Sin embargo, los artículos de nuestro corpus son muy diversos: algunos se acercan más a la filosofía (por ejemplo: «Sumisión y subjetivación: reflexiones sobre el uso de Foucault en educación»), mientras que otros utilizan las técnicas estadísticas y la encuesta sociológica (por ejemplo, «¿Se puede concluir acerca de los efectos de repetición?»).…”

unclassified

En Este Artículo Queremos Mostrar Que… Léxico Verbal Y Posicionamiento Del Autor en Los Artículos en Ciencias Humanas

2017

View full text Add to dashboard Cite

Resumen: En este artículo abordamos la cuestión de la presencia autorial y del posicionamiento del autor a través del estudio de verbos de posicionamiento del autor asociados a un pronombre sujeto (ejemplo: «yo busco demostrar, nosotros pensamos que»). El estudio, basado en corpus, compara las introducciones y conclusiones de tres disciplinas de las ciencias humanas y sociales: la lingüística, la psicología y las ciencias de la educación. Los resultados muestran que la mención explícita del autor/locutor no es frecuente en los artículos de ciencias humanas examinados y, desde ese punto de vista, el género del artículo de investigación en esas disciplinas se caracteriza mucho por cierta discreción enunciativa. Sin embargo, se observa una gran variación de disciplinas en el seno de las ciencias humanas examinadas, lo que muestra que esta familia de disciplinas es extremadamente diversificada y que no es pertinente aprehenderla como un conjunto homogéneo.Palabras clave: presencia autorial, enunciación, retórica en el escrito científico. * La referencia original del presente artículo es: Tutin, A. (2010). Dans cet article, nous souhaitons montrer que… Lexique verbal et positionnement de l'auteur dans les articles en sciences humaines. Lidil, 41. [En ligne]. Recuperado de

show abstract

Authorial presence in academic genres

Cited by 4 publications

References 0 publications

Person Markers in Non-Native Students’ Writing

Person Markers in Non-Native Students’ Writing

Using self-referential pronouns in writing: The effect of explicit instruction on L2 writers at two levels of proficiency

En Este Artículo Queremos Mostrar Que… Léxico Verbal Y Posicionamiento Del Autor en Los Artículos en Ciencias Humanas

Contact Info

Product

Resources

About