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    The document discusses options for writer identity in academic writing. It summarizes Ken Hyland's argument that academic writing is not entirely impersonal and objective, as it varies across disciplines. Hyland also asserts that university writing involves developing a new identity. The document then overviews studies Hyland conducted, finding that expert academic writers use first-person pronouns to make claims and present results, while fewer pronouns communicate greater objectivity. A second study found that L2 students tended to avoid first-person pronouns inappropriately, lacking authorial identity and effective academic argument. The document concludes that proper language choices and an awareness of interpersonal aspects are important for developing student identity in academic writing.

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    The document discusses options for writer identity in academic writing. It summarizes Ken Hyland's argument that academic writing is not entirely impersonal and objective, as it varies across disciplines. Hyland also asserts that university writing involves developing a new identity. The document then overviews studies Hyland conducted, finding that expert academic writers use first-person pronouns to make claims and present results, while fewer pronouns communicate greater objectivity. A second study found that L2 students tended to avoid first-person pronouns inappropriately, lacking authorial identity and effective academic argument. The document concludes that proper language choices and an awareness of interpersonal aspects are important for developing student identity in academic writing.

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    8 views8 pages

    Options of Identity in Academic Writing

    Uploaded by

    razradit
    The document discusses options for writer identity in academic writing. It summarizes Ken Hyland's argument that academic writing is not entirely impersonal and objective, as it varies across disciplines. Hyland also asserts that university writing involves developing a new identity. The document then overviews studies Hyland conducted, finding that expert academic writers use first-person pronouns to make claims and present results, while fewer pronouns communicate greater objectivity. A second study found that L2 students tended to avoid first-person pronouns inappropriately, lacking authorial identity and effective academic argument. The document concludes that proper language choices and an awareness of interpersonal aspects are important for developing student identity in academic writing.

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    of 8

    OPTIONS OF IDENTITY IN

    ACADEMIC WRITING
    (KEN HYLAND)
    Presented by:
    Razki Raditya
    INTRODUCTION
    General overview of his paper, which includes:
    Problem arouse
    Argumentation toward the problem
    Problem solving
    WRITER IDENTITY AND IMPERSONALITY
    Academic writing is impersonal, objective,
    anonymous
    Hylands refutation:
    Different disciplines = different point of views (Hyland
    2000; Johns 1997)
    University writing = creating new identity (Fan Shen
    1988)
    Difficulties faced by L2 learners
    Unfamiliar (Cadman 1997)
    Less knowledge of different conventions (Lea and Street
    1999)

    STUDY ON EXPERTS WRITINGS
    Interviewed expert writers
    Examined 240 published journals
    Wordpilot 2000 program
    Results:
    Academic writing does not have any uniform
    Differs between disciplines
    Writer pronouns: make personal standing, underline
    authors saying, present claims and results, and intrude
    into text
    Fewer writer pronouns: strengthen impression of
    objectivity
    STUDY ON L2 STUDENTS WRITINGS
    Interviewed Hong Kong students and subject
    supervisors
    Observed 48 project reports written by the students
    Results:
    Tend to avoid author pronouns
    Inappropriate
    Cultural basis to use passive voice
    Lack of authorial identity
    Unsuccessful academic argument



    CREATING LEARNER AWARENESS
    Reduce the overuse of I pronouns
    Using I pronouns properly and effectively
    How to develop students rhetorical awareness?
    Analyzing self-practices
    Analyzing expert-practices
    Teacher encouragement
    Teacher as intermediary
    Students independency
    CONCLUSION
    Proper language choices
    Interpersonal aspects are central
    Teachers role in promoting students awareness on
    rhetorical choices and effects
    THANK YOU

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