Voice in academic writing: The rhetorical construction of author identity in blind manuscript review

Matsuda, Paul Kei; Tardy, Christine M.

doi:10.1016/j.esp.2006.10.001

Cited by 186 publications

(146 citation statements)

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“…Although some researchers go against setting a specific format for any piece of academic writing claiming that it hinders students" creativity (Matsuda & Tardy, 2007), other studies concluded that students see the opposite. For example, in a case study conducted by Li (2007), a doctoral student acknowledged his need to be trained on how to conduct a proper research or paper.…”

Section: Academic Writingmentioning

confidence: 99%

Academic Writing Needs of TESOL Postgraduate Students in the Saudi Context

AlHashemi¹,

AlSubaeie²,

Shukri³

2017

IJELE

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Data from previous academic literature reveals that Saudi postgraduate students face a great deal of challenges in academic writing. Some of these challenges are related to the choice of terminology, planning skills, outlining and some other ones. Such data call for significant curriculum developments in postgraduate programs. However, at the heart of any curriculum design is the deliberate analysis of students" lacks, needs and wants. Once these items are determined, curriculum designers and teachers are required to set clear and relevant learning objectives and chose appropriate teaching materials and means of assessment (Otilia, 2015). Using a five-point Likert scale, the current study aims at investigating postgraduate students" academic writing needs at the English Language Institute (ELI) of King Abdul-Aziz University. This investigation involves the written tasks students are required to perform, the learning sources they use, and their overall writing needs as perceived by the students themselves as well as by their teachers. The results of the study reveal that among the various academic writing needs of postgraduate students, the use of correct punctuation, spelling, proper writing mechanics and plagiarism-free content should were given the highest priority as perceived by their teachers. Students, on the other hand, indicated that the overall academic writing ability, proper representation of ideas, use of proper mechanical conventions and choice of field-related words are among the skills they need the most in order to succeed. Based on these results, a group of recommendations and implications were drawn and directed to the Postgraduate Unit.International Journal of English Language Education ISSN 2325-0887 2017, Vol. 5, No.

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Section: Academic Writingmentioning

confidence: 99%

Academic Writing Needs of TESOL Postgraduate Students in the Saudi Context

AlHashemi¹,

AlSubaeie²,

Shukri³

2017

IJELE

View full text Add to dashboard Cite

show abstract

“…The studies by Matsuda and Tardy (Matsuda & Tardy, 2007;Tardy & Matsuda, 2009) highlight the importance of the reader in the construction of the author's voice (see table 5). Instead of using predefined categories, i.e.…”

Section: The Importance Of the Reader In The Construction Of Voicementioning

confidence: 99%

“…defining voice features a priori and then identifying these features in the data where the researcher defines voice, Matsuda and Tardy entrusted the reader with the identification of voice features. They analyzed the statements and assessments of peer reviewers, using written reviews as well as interviews as data for their analysis (Matsuda & Tardy, 2007), and thus identified certain features which seem to be important in the construction of the author's voice. Among other features, the readers mentioned breadth of knowledge, theoretical lens, rhetorical moves, and representation/positioning of other scholars in the field -features which go beyond the word and sentence level and which are related to the content of the text.…”

Section: The Importance Of the Reader In The Construction Of Voicementioning

confidence: 99%

“…Discrepancies in the understanding of the concept voice are, for example, visible in the articles by Stapleton and Helms-Park (2008) and Matsuda and Tardy (2008) in which they respond to each other's points of view: Whereas Helms-Park and Stapleton (2003; are concerned with 'individualized voice', Matsuda and Tardy (2007;) regard voice as socially constructed, emphasizing the importance of the reader in the construction of voice.…”

Section: Introductionmentioning

confidence: 99%

“…In addition, this review emphasizes the need to relate voice features to the specific context where the writing occurs. The reader-based approach used in the studies by Matsuda and Tardy (Matsuda & Tardy, 2007;Tardy & Matsuda, 2009) or the combination of different methodological tools, as used by Dressen-Hammouda (2014), allows taking into account contextual aspects such as the insider knowledge of the disciplinary community and/or the genre, thus demonstrating how the writer's voice is always embedded in ways of knowledge making and writing traditions. …”

mentioning

confidence: 99%

See 2 more Smart Citations

Voice features in academic texts – A review of empirical studies

Stock

Eik-Nes

2016

Journal of English for Academic Purposes

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The term voice is frequently used in current writing research. This review gives an overview of empirical studies which aimed to identify voice features in academic texts written by students and/or professional writers. The purpose of this article is to show how the understanding of voice and the aims and approaches used in the studies are intertwined. Many studies build on Hyland's (2008) interactional model which has contributed to insights into voice-related issues in academic writing. However, the overemphasis on linguistic features, such as the use of first person pronouns, entails the risk that research on voice ignores content-related features that might be more relevant in the construction of voice. In addition, this review emphasizes the need to relate voice features to the specific context where the writing occurs. The reader-based approach used in the studies by Matsuda and Tardy (Matsuda & Tardy, 2007;Tardy & Matsuda, 2009) or the combination of different methodological tools, as used by Dressen-Hammouda (2014), allows taking into account contextual aspects such as the insider knowledge of the disciplinary community and/or the genre, thus demonstrating how the writer's voice is always embedded in ways of knowledge making and writing traditions.

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Qualitative Research in Rhetoric and Stylistics

Tardy¹

2012

The Encyclopedia of Applied Linguistics

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Voice in academic writing: The rhetorical construction of author identity in blind manuscript review

Cited by 186 publications

References 10 publications

Academic Writing Needs of TESOL Postgraduate Students in the Saudi Context

Academic Writing Needs of TESOL Postgraduate Students in the Saudi Context

Voice features in academic texts – A review of empirical studies

Qualitative Research in Rhetoric and Stylistics

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