Perceptions of authorial voice: Why discrepancies exist

Zhao, Cecilia Guanfang; Wu, Jincheng

doi:10.1016/j.asw.2022.100632

Cited by 3 publications

(1 citation statement)

References 40 publications

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“…Similarly, Morton and Storch (2019) found that when reading PhD multilingual student writing, supervisors’ perceptions of stance were shaped by their disciplines, personal background, and preferences. Zhao and Wu (2022) further found that, in raters’ stance perceptions of EFL essays, students’ perceptions of stance varied and might be affected by raters’ understandings of the effectiveness of certain language features, essay structure, and evaluative criteria.…”

Section: Literature Reviewmentioning

confidence: 94%

Effects of teacher explicit instruction in stance-taking on students’ perceptions of stance and on their academic writing beliefs

Zhang

2023

Front. Psychol.

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Scholars have underscored the importance of raising students’ awareness and understanding of stance-taking in academic writing. However, studies on the effects of the pedagogical intervention are just a few. To strengthen this line of inquiry, this paper reports on an intervention study with explicit instruction of stance metalanguage based on the Systemic Functional Linguistics (SFL) Engagement framework and its effects on EFL students’ perceptions of stance as well as on their beliefs about academic writing. A treatment group (n = 26) and a comparison group (n = 24) were involved. An eight-week writing intervention was provided in the treatment group, while the comparison group received regular curriculum-based instruction. Data from multiple sources were collected prior to and after the writing intervention, including two five-point Likert-scale questionnaires, semi-structured interviews, and reflective journals, to examine possible changes in students’ self-reported perceptions of stance and writing beliefs. Results showed that the intervention was effective in enhancing students’ stance awareness and transactional writing beliefs. Qualitative results further revealed that while the comparison group retained a preference for tentative stance after the writing instruction, intending to avoid potential challenges from readers, the treatment group exhibited a shift in preference for assertive stance valuing the strengths of claims. The treatment group further exhibited an inclination to adopt a wider range of stance options for various rhetorical purposes. Pedagogical suggestions are discussed.

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Section: Literature Reviewmentioning

confidence: 94%

Effects of teacher explicit instruction in stance-taking on students’ perceptions of stance and on their academic writing beliefs

Zhang

2023

Front. Psychol.

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Self-mentions in design area disciplines: A corpus analysis

Batres-Prieto,

Abbas

2025

Heliyon

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Voice and Voicing Strategies Across Native and Second Language Writing: Extending the Interactional Metadiscourse Framework

Zhao,

2024

Applied Linguistics

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Authorial voice is often identified as a key trait of successful writing in English rhetoric and composition, leading to research on its construction, development, and assessment in various types of written texts. Using Hyland’s (2008) interactional metadiscourse framework, existing studies have also examined the use of particular voice-related element(s) across different writer groups. Few, however, have examined how L2 writers may construct voice similarly or differently in their L1 and L2 writing. The present study therefore examined voice strength and voicing strategies in L1-Chinese and L2-English essays composed by the same group of Chinese EFL writers. Paired samples t-test showed, surprisingly, that writers’ L2-English voice was significantly stronger than their L1-Chinese voice, whereas subsequent text analysis of L1 and L2 writing samples further revealed differing linguistic, rhetorical, and discoursal resources employed by writers for voice construction when writing in two different language systems. Such findings extend Hyland’s (2008) interactional metadiscourse framework on voice construction and offer important implications for L2 writing instruction and assessment.

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Perceptions of authorial voice: Why discrepancies exist

Cited by 3 publications

References 40 publications

Effects of teacher explicit instruction in stance-taking on students’ perceptions of stance and on their academic writing beliefs

Effects of teacher explicit instruction in stance-taking on students’ perceptions of stance and on their academic writing beliefs

Self-mentions in design area disciplines: A corpus analysis

Voice and Voicing Strategies Across Native and Second Language Writing: Extending the Interactional Metadiscourse Framework

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