Writer's stance in disciplinary discourses: A developmental view

Paxton, Moragh; Pletzen, Ermien van; Archer, Arlene; Arend, Moeain; Chihota, Clement

doi:10.2989/salals.2008.26.1.9.424

Cited by 5 publications

(3 citation statements)

References 9 publications

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“…A recent study analysing writer's stance in different disciplinary discourses (Paxton et al, 2008) raises issues around self-representation in a discipline such as literary studies. In this study, done at the University of Cape Town's Writing Centre, Hyland's five markers of writer's stance (hedges, emphatics, attitude markers, relational markers and person markers) were applied to the analysis of texts from the disciplines of linguistics, economics, health sciences and engineering; but it is the analysis of the text from literary studies that is of most interest here.…”

Section: Literature As An Interpretive Disciplinementioning

confidence: 99%

“…In this study, done at the University of Cape Town's Writing Centre, Hyland's five markers of writer's stance (hedges, emphatics, attitude markers, relational markers and person markers) were applied to the analysis of texts from the disciplines of linguistics, economics, health sciences and engineering; but it is the analysis of the text from literary studies that is of most interest here. In his analysis of a text on literary theory, Chihota (Paxton et al, 2008) convincingly illustrates the frequent use of hedges that establish tentativeness, the minimal use of attitude markers and the almost complete absence of personal opinion, which are seen as characteristic of literary discourse. Such impersonality is common in writing about such abstract content as literary theory.…”

Section: Literature As An Interpretive Disciplinementioning

confidence: 99%

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Writer identity while learning discipline-specific academic literacy in an additional language

Stacey

2009

Southern African Linguistics and Applied Language Studies

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Constructing an effective identity in academic writing is considered crucial in establishing a favourable reader-writer relationship; in eliciting a positive reader response to the text and even in developing a convincing argument (Hyland, 2004). But different expectations of authorial presence in academic writing between disciplines, and even changing notions within disciplines, present student learners of academic literacy with difficulties. These difficulties are increased for students writing in English as an additional language (EAL), especially when they are exposed simultaneously to more than one discipline-specific literacy. This paper looks at the writing of an EAL learner of academic literacy in a foundation course in literature in the English Department at the University of the Witwatersrand. Clark and Ivanic's (1997) model of the aspects of writer identity (autobiographical self, self as author and discoursal self) is used to analyse the student's writing and to understand her sense of her writer identity. I argue that, despite this student's lack of awareness of the effects of her linguistic choices on writer identity, her heightened sense of self as flexible and changing while she straddles more than one culture and language, could provide ways for helping students to understand better the construction of identity in academic writing.

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Section: Literature As An Interpretive Disciplinementioning

confidence: 99%

Section: Literature As An Interpretive Disciplinementioning

confidence: 99%

Writer identity while learning discipline-specific academic literacy in an additional language

Stacey

2009

Southern African Linguistics and Applied Language Studies

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“…However, this deficit view of students has been strongly contested. 'Academic literacies' research has shown that institutional discourse and pedagogical practices often position students disadvantageously, limiting performance and constraining identities Paxton et al 2008). It is thus important for writing centres to be able to make explicit the discursive and rhetorical moves involved in disciplinary writing.…”

Section: Introductionmentioning

confidence: 99%

Reimagining Writing Centres Practices: A South African Perspective

Hotson,

Bell,

Rambiritch

et al. 2023

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In light of the changing face and internationalisation of our student body and their concomitant needs, this book attempts to foreground both the strides made in the field, as well as the important questions and debates confronting writing centre practitioners in the South African higher education arena. The latter demands that we review and reimagine the support we currently provide. Reimaging, however, forces us to wrestle with the challenges that are inherent in work of this nature and to be vocal about the difficult questions that must be asked and answered if we want to provide socially just solutions to our students’ writing challenges. The onset of COVID-19 also imposed on our daily practices and required a hasty re-evaluation of our service provision. The aim of this volume is to further conversations and research on the notion of the internationalisation of writing centres and the necessity to focus on the key issues of multilingualism, discipline-based writing, social justice, the impact of the COVID-19 pandemic, as well as specialised consultant/tutor training. Writing centres at South African universities have established themselves as fundamental to the support and development of our students. Thus, the time is ripe for us as writing centre practitioners in the South African context to continue writing our own writing centre narrative, grapple with context-specific issues and questions, and provide context-specific answers and solutions that speak to the lived realities of our students. We hope to achieve this through this book.

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Entering the conversation: reaction papers in advanced academic literacy

Stacey

Granville

2009

Teaching in Higher Education

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Writer's stance in disciplinary discourses: A developmental view

Cited by 5 publications

References 9 publications

Writer identity while learning discipline-specific academic literacy in an additional language

Writer identity while learning discipline-specific academic literacy in an additional language

Reimagining Writing Centres Practices: A South African Perspective

Entering the conversation: reaction papers in advanced academic literacy

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