Writers’ self-representation in academic writing: The case of computer engineering research articles by English versus Iranian writers

Kuhi, Davud; Tofigh, Marzieh; Babaie, Raziyeh

doi:10.5861/ijrsll.2012.164

Cited by 4 publications

(3 citation statements)

References 30 publications

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“…This leads us to a question that is of interest for the present study, namely whether writers transfer knowledge of academic writing from their first language to their second language. Kuhi, Tofigh, and Babaie (2013) investigated 40 research articles within computer engineering, written in English by 20 Iranian and 20 American researchers. The greatest difference was in the use of exclusive versus inclusive "we" in the articles.…”

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confidence: 99%

Pronoun Use in Novice L1 and L2 Academic Writing

Monsen

Rørvik²

2017

OSLa

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This paper explores the use of pronouns in student academic writing in L1 Norwegian and L2 English. Three aspects of pronoun use are examined: general pronoun frequency, pronoun reference, and the uses of ‘I’ and ‘we’. Students of English are typically advised to avoid being explicitly present in their academic texts (Lysvåg & Stenbrenden 2014), while students writing in Norwegian are often encouraged to use first-person pronouns. However, the results show that both sets of students use explicit self-reference in similar ways. Frequent uses of ‘I’ and ‘we’ are as conductors of research and as guides or navigators assisting the reader through the text.

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confidence: 99%

Pronoun Use in Novice L1 and L2 Academic Writing

Monsen

Rørvik²

2017

OSLa

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“…To date, numerous studies have found some variations in the use of linguistic realization of authorial identity between native and non-native English writers in cultural contexts such as follows: native English and Chinese writers (Lin, 2013), native English and Japanese writers (McCrostie, 2008), native English and Spanish writers (Pérez-Llantada, 2007), native English and Iranian writers (Kuhi, Tofigh, & Babaie, 2013), native English and French, Dutch, Swedish writers (Petch-Tyson, 1998). Among cross-cultural studies of authorial identity, the comparison between native English and Thai writers are found to be lacking.…”

Section: Introductionmentioning

confidence: 99%

Linguistic Disadvantage and Authorial Identity in Research Articles Written by Native English and Thai Writers in International Publication

Yotimart

Aziz

2017

Int. J. Appl. Linguist. Engl. Lit.

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Research have reported that one of the challenges faced by non-native English writers to have their research articles (RAs) accepted by English-medium journals is to fulfill the journals’ expectations in terms of linguistic aspect. In addition, non-native English writers seem to be having the problem in expressing their authorial identity which is needed to build one’s academic arguments. Therefore, this research was conducted to 1) explore whether linguistic disadvantage exists among native English writers or Thai writers in international publication, and 2) discover how the native English and Thai writers assert their identities through different rhetorical purposes of RAs. Eight university lecturers in Applied Linguistics (AL) from a few universities in Thailand were interviewed to understand their views on the issues of writing for scholarly publication in the English language. The findings revealed two salient emerging themes: (1) the role of linguistic disadvantage and (2) variation in authorial identity between native English and Thai writers. The study has found that linguistic disadvantage exists among the Thai writers. The native English writers expressed their authorial identity overtly but the Thai writers deferred their authorial identity. It is suggested that teachers in Thailand emphasize more on the knowledge of linguistic aspect required in international publication and the effective use of linguistic realization of authorial identity in academic writing.

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“…The ideological image may have unconsciously been integrated in the teaching and learning process in the Philippines, further legitimizing an identity of their group in the process. Kuhi, Tofigh, and Babaie (2013) claimed that writers project a personal identity in their writing. They continued that "writers cannot avoid projecting an impression of themselves and how they stand in relation to their arguments, their community and their readers" (p. 36).…”

Section: Introductionmentioning

confidence: 99%

Ideological constructions in column titles by two age groups in the Philippines: Implications in language teaching and learning

Guinto¹

2013

IJRSLL

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This paper is an exploratory research which sought to discover ideological constructions in column titles by contributors of Philippine Daily Inquirer's (PDI) Youngblood and Highblood columns. By unveiling ideological constructs in the title, certain pedagogical implications were reviewed on the premise that samples of these columns may have found their way in the education system as models of quality personal essay. Analysis was done through the examination of process types and lexicalization. Fairclaugh's Critical Discourse Analysis and Halliday's Process Types and lexicalization served as the theoretical foundations of the study. Data used in the analysis were those published in PDI's website from October, 2011-October 2012. It was found that young and old contributors write about experiences pertaining to concrete actions, contradicting earlier studies on Filipino youth and the elderly. Moreover, lexical choices of young contributors point to themselves as being goal-oriented, adventure-driven, and assertive, yet weak, frustrated and dependent. Consequently, the elderly contributors portray themselves as energetic, politically-and socially-aware, wise, yet nostalgic, sickly, and age-conscious. Out of these results, implications to language teaching and learning are underscored.

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Writers’ self-representation in academic writing: The case of computer engineering research articles by English versus Iranian writers

Cited by 4 publications

References 30 publications

Pronoun Use in Novice L1 and L2 Academic Writing

Pronoun Use in Novice L1 and L2 Academic Writing

Linguistic Disadvantage and Authorial Identity in Research Articles Written by Native English and Thai Writers in International Publication

Ideological constructions in column titles by two age groups in the Philippines: Implications in language teaching and learning

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