Authorial presence in L1 and L2 novice academic writing: Cross-linguistic and cross-cultural perspectives

Çandarlı, Duygu; Bayyurt, Yasemin; Martı, Leyla

doi:10.1016/j.jeap.2015.10.001

Cited by 58 publications

(36 citation statements)

References 35 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Possible explanations for the students' avoidance of the high-stake functions may reside in disciplinary conventions, which could influence the use of first-person pronouns and the functions they perform (Çandarli et al, 2015;Cao & Hu, 2014;Hyland, 2001Hyland, , 2012Millán, 2010). First-person pronouns can vary depending on the discursive conventions of each discipline.…”

Section: First-person Pronoun and Its Functions In Academic Writingmentioning

confidence: 99%

Disciplinary Recognized Self-Presence: Self-Mention Used With Hedges and Boosters in PhD Students’ Research Writing

Wang

Zeng

2021

Sage Open

View full text Add to dashboard Cite

Despite the existing extensive research on stance markers such as hedges, boosters, and self-mention in academic writing, few studies, however, examined the co-occurrence of these stance markers to help authors project their identities in writing. In this study, we examine how self-mention with boosters and hedges are used by writers of different groups to manifest authorial presence and what functions they realize in research writing. Two self-compiled corpora were constructed to compare the discursive practice between Chinese PhD students and journal article writers from four disciplines in hard applied and hard pure science. In general, student writers use fewer self-mention with boosters but more self-mention with hedges than expert writers. An examination of the rhetorical functions of these devices shows that both expert and student writers employ most self-mention with boosters for presenting research findings, but students are more inclined to invest self-mention with boosters than expert writers when describing research procedures or elaborating arguments. Meanwhile, self-mention with hedges are mostly used for elaborating arguments, but compared with expert writers, students seem to overly obscure their presence in this function.

show abstract

Section: First-person Pronoun and Its Functions In Academic Writingmentioning

confidence: 99%

Disciplinary Recognized Self-Presence: Self-Mention Used With Hedges and Boosters in PhD Students’ Research Writing

Wang

Zeng

2021

Sage Open

View full text Add to dashboard Cite

show abstract

“…Metadiscourse in tertiary-level English writing has received considerable attention (e.g. Çandarli, Bayyurt & Martı, 2015;Hasselgård, 2016;Ho & Li, 2018;Qin & Uccelli, 2019;Ädel, 2006). Hasselgård (2016) compared professional and novice writing, finding that professional writing contains lower frequencies of signposting.…”

Section: Metadiscourse-related Researchmentioning

confidence: 99%

Metadiscourse in upper secondary pupil essays: Adapting a taxonomy

Thomson

2020

NJLR

View full text Add to dashboard Cite

The concept of metadiscourse, which refers to a range of interactional and organisational linguistic resources, has been increasingly used in studies that analyse professional and tertiary-level writing. Although studies tend to support the teaching of metadiscourse to tertiary-level students and have even promoted its potential value at the pre-tertiary level, the pool of studies that have investigated upper secondary pupil writing is relatively small. This study contributes to this research pool by investigating metadiscourse in 56 English essays belonging to five genres written at Norwegian and British upper secondary schools. By adapting a taxonomy based on several previous studies, the analysis accounts for the particular metadiscourse features in the corpus, and identifies which features characterise each of the five genres. For example, linguistic investigations, which were longer and more academic-like, used more topic and phoric markers to guide readers through the essay's content. Opinion pieces, in contrast, contained more engagement markers and boosters as pupils were tasked with targeting a lay audience. The results have implications for future research that aims to investigate the use of metadiscourse in pre-tertiary writing.

show abstract

“…Compared to the international context, studies evaluating the use of MDMs by Turkish speakers of English are relatively few in number (Akbaş, 2012; Bayyurt, 2010; Bayyurt & Akbaş, 2014; Konca & Nasiri, 2014). What is more, to the best of our knowledge, there is scant attention on the use of MDMs in undergraduate L2 learners' texts (Can, 2006(Can, , 2012Çandarlı, Bayyurt, & Martı, 2015;Uysal, 2012). In his M.A.…”

Section: Literature Reviewmentioning

confidence: 99%

Dimension of Experience: Metadiscourse in the Texts of Novice Non-Native, Novice Native and Expert Native Speaker

Yüksel

Kavanoz

2018

ALLS

View full text Add to dashboard Cite

Metadiscourse is essential in establishing pragmatically effective academic written communication. However, little is known about how metadiscourse is used in written texts produced by tertiary level second language learners. This corpus-based linguistic research study aims to explore the frequencies and usages of metadiscourse markers in student essays written by Turkish learners of English and investigate the divergences from native speaker norms. As reference corpora, British Academic Written English (BAWE) and British National Corpus (BNC) were used. We found that in academic discourse, regardless of experience in writing (novice or expert) and L1 language background, interpersonal metadiscourse markers are used more frequently than textual metadiscourse markers. The commonalities between novice non-native and expert native writers together with differences between two native speaker groups suggest that pragmatic competence, particularly metadiscourse use, develops by experience regardless of L1 background.

show abstract

Authorial presence in L1 and L2 novice academic writing: Cross-linguistic and cross-cultural perspectives

Cited by 58 publications

References 35 publications

Disciplinary Recognized Self-Presence: Self-Mention Used With Hedges and Boosters in PhD Students’ Research Writing

Disciplinary Recognized Self-Presence: Self-Mention Used With Hedges and Boosters in PhD Students’ Research Writing

Metadiscourse in upper secondary pupil essays: Adapting a taxonomy

Dimension of Experience: Metadiscourse in the Texts of Novice Non-Native, Novice Native and Expert Native Speaker

Contact Info

Product

Resources

About