Expressing stance in undergraduate writing: Discipline-specific and general qualities

Lancaster, Zak

doi:10.1016/j.jeap.2016.05.006

Cited by 107 publications

(59 citation statements)

References 26 publications

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“…Theoretical frame thought depends on how proficient a student used to think logically. Based on this fact, a few researchers argue that to foster thinking skill, and critical thinking in particular, is challenging task (to make a good critical writing) for learners to organize enormous information (Klimmova, 2015 andLancaster, 2017).…”

Section: E Discussionmentioning

confidence: 99%

The Ability of Indonesian EFL Learners in Writing Academic Papers

Husin

Nurbayani

2017

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This study is meant to examine the thesis quality of students of English Department at IAIN Samarinda. Through the descriptive-quantitative research, the thesis quality of students of English Department at IAIN Samarinda is reviewed from the aspects of language, structure, concepts understanding, theoretical framework, methodology, content, writing mechanism, and references used. This study also tries to figure out any factors that affect the thesis quality of English Department students. Fourteen English Department Students' thesis tested in 2013 are used as the main data. In addition, other data are obtained from respondents i.e. 19 students, and informants i.e. lecturers of English Department who are also their thesis advisors. The result shows that the average score of thesis written by 14 English Department students at IAIN Samarinda academic year of 2013 is 3.16 which is in the range of 2.61-3.40 scale, which is quite good quality. This quality is relevant with the informants' perceptions about the quality of thesis written by their students. Judging from some aspects, they assume that their students are able to write a good quality of thesis with an average score of 2.81 which is at a scale of 2.61-3.40. The quality is affected by internal factors and external factors. The most decisive internal factor is the respondents' low score of writing with appropriate and acceptable structure in English. This is the effect of respondents' lack of ability of composing adequate paragraphs in English. Meanwhile, the most concerning external factor is the quality of learning structure course and the professionalism of the informants in guiding the students to improve their writing ability in thesis writing.

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Section: E Discussionmentioning

confidence: 99%

The Ability of Indonesian EFL Learners in Writing Academic Papers

Husin

Nurbayani

2017

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“…There were complex interactions and struggles between teachers and students, and students and their peers, which of course were reflected in the student writing (Cheung et al, 2016;Hyland, 2002;Lancaster, 2016). However, the dichotomization serves to illustrate a valuable finding: university EFL writing teachers' need to reconsider expectations that EFL students can quickly learn to write in an objective discoursal self.…”

Section: Discussionmentioning

confidence: 99%

“…The selection and utilization of selves by a writer have direct implications for the ability of the writer to persuade her/his reader. The significant consideration with the discoursal self is that of writers' expression of stance, as writers are meant to relay to readers their attitude and interactional involvement (Lancaster, 2016), without emotional or personal uses of language.…”

Section: Theoretical and Analytical Frameworkmentioning

confidence: 99%

“…This was mainly due to the instruction to take an objective stance on their arguments, which has been noted as a challenge for student writers (Lancaster, 2016). The student participants' understanding of the discoursal self, based on interview discussions of impersonal and objective writing, is that the writer attributes ideas to outside sources or other authorities, developing the writer's voice as s/he wants to be heard, as opposed to developing a voice through the stance taken.…”

Section: Discoursal Selfmentioning

confidence: 99%

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Identity Construction in Learning English Academic Writing in a Japanese University

McKinley¹

2017

The Journal of AsiaTEFL

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The construction of writer identity in English L2 academic writing is not usually explicitly addressed in such writing classrooms, yet it plays a significant role for English L2 students learning to write in academic genres. This study investigates the influences on the construction of writer identity by Japanese university students in Japan learning English academic writing, with consideration given to what selves they exhibit in their writing, and how much those selves were shaped by their learning experiences in a required writing course. A total of sixteen students and their four teachers participated in the yearlong study, involving an analysis of students' written texts, supported by monthly student and teacher interviews and classroom observations. The text analysis was done using Clark and Ivanič's (1997) possibilities of selfhood as the main framework, operationalizing Martin's (2000) Appraisal framework for identifying the different selves. Findings showed that the strongest influences on identity construction were from instructors' expectations, while personal beliefs also contributed. The findings also showed that students were more likely to meet writing task expectations where instructors had more reasonable requirements in terms of voice.Keywords: writer identity, writing, L2 academic writing, possibilities of selfhood, authorial self, discoursal self, autobiographical self, selves framework, Appraisal Theory, Appraisal framework IntroductionIdentity construction in academic writing for English L2 learners is a heavily guided process; one that, from an EFL perspective, it has been argued, begins with a fair amount of mimicry and copying. While it is understandable that student writers will bring their own 'voice' to their academic writing, there is a fair amount of stifling of that voice, in favor of 'laying the groundwork' for achieving an academic style. Japanese students' writing experiences before entering university tends to be more expressive, and therefore more along the lines of what they might find as an outlet for their own thinking and style. But as undergraduate students, they may be steered heavily away from such personal writing and toward impersonal writing that is seen as more sophisticated or professional. But seeing as these students have no experience writing in such discoursal ways, they rely on models for academic style that they can then mimic, resulting therefore in what can be described as a loss of voice.The study was designed to investigate identity construction for learners of English academic writing in a Japanese university with consideration given to what selves they exhibit in their writing, and how much those selves were shaped by their learning experiences in a required writing course. In specific terms, the Jim McKinleyThe Journal of Asia TEFL Vol. 14, No. 2, Summer 2017, 228-243 229 study addressed the following research question: How do EFL learners construct writer identities in their English academic writing in a Japanese university? Conceptual BackgroundTh...

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“…The current study adopted the LL statistic to determine the level of significance of frequency differences. The LL ratio serves to compare the frequency of items across corpora and decide if there is statistically significant difference in the frequency of these items among the corpora (Lancaster, 2016). LL test is effective in identifying the differences in the use of metadiscourse between different texts/corpora (ibid.).…”

Section: Data Generation and Analysismentioning

confidence: 99%

Comparing Engagement Markers in Economics Research Articles and Opinion Pieces: A Corpus-based Study

Rahim

2019

GEMA

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Engagement markers which are reader-oriented rhetorical features are used by writers to signal the presence of readers in their writing. As a key rhetorical feature, the use of engagement markers in academic writing has been explored in recent years. Despite this, few studies have compared their use in research articles and opinion pieces. In addition, studies on engagement markers have not drawn extensively on corpus methodology. Given this, the current study explores the use of engagement markers in economics research articles (henceforth RAs) and opinion pieces (henceforth OPs) based on corpus methods from two self-compiled corpora of RAs and OPs. The corpus analysis tool AntConc was used to generate data need for the analysis of engagement markers in the two genres based on Hyland's (2005b) framework of five types of engagement markers. The results of this study show that there is a higher occurrence of engagement markers in RAs than OPs. Among the different types of engagement markers, directives were predominantly employed by the writers in both genres. The use of engagement markers in RAs and OPs is discussed in relation to the target audiences and different communicative purposes of the two genres. These findings have important implications for English for Specific Purposes (ESP) writing.

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Expressing stance in undergraduate writing: Discipline-specific and general qualities

Cited by 107 publications

References 26 publications

The Ability of Indonesian EFL Learners in Writing Academic Papers

The Ability of Indonesian EFL Learners in Writing Academic Papers

Identity Construction in Learning English Academic Writing in a Japanese University

Comparing Engagement Markers in Economics Research Articles and Opinion Pieces: A Corpus-based Study

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