Towards an Integrative Model of Writer Identity Through the Conceptualization of Dialogicality in Academic Text

Abstract

Drawing on my 2018 and the current study’s findings, this paper aims to explore how second language (L2), tertiary-level students create their authorial identities by considering the dialogic nature of their textual argumentation. The approach adopted avoids the polarised conceptualization of notions of agency and structure with regards to writer identity which creates a dichotomy between content and rhetoric. I argue that the identity of an academic writer is comprised of the various, mutually constitutive ‘selves’ which authors employ during the writing process. This conceptualization entails a trichotomy of selves which are linguistically encoded in three types of voice; namely, individual (I-voice), collective (C-voice) and depersonalized (D-voice), which are interrelational, fluid, and subject to change over time and space.

Appendices

Appendix 1: Voice Rubric

Voice markers	Explanation	Examples
‘I’ voice markers
Singular self-mentions	Explicit indication of writer’s presence through the expression of her/his opinion, preferences and intentions I  + opinion verb expressions of perception + me my + noun phrase (opinion) I  + intention verb my + noun phrase (intention)	I—think/believe/suppose/know/realize/find/guess/consider/hope It is—clear/certain/obvious to me It—seems/appears to me my—view/opinion is… I—plan/intend to/want my goal/purpose/aim is…
Boosters	Emphasize author’s certainty	(Adverbials) certainly, without doubt, for sure
1st, 2nd and 3rd conditionals* *Modal verbs in conditional sentences carry full ideational weight, which is the use of language to represent experience and ideas, and individual perceptions of the world. The communicative purpose of modal verbs in this use is to align the reader to the writer’s point of view and her/his value judgement as expressed in the text	express the author’s strength of opinion about text content	If Britain leaves the EU, it will affect the other 27 countries If you studied harder, you would get better grades If you hadn’t gone to the conference you wouldn’t have met Prof. Smith
Attitude markers	Express writer’s attitude towards text content	Arguably, unfortunately, undoubtedly
‘C’ voice marker
Plural self-mentions	Make explicit reference to the author(s) and reader’s relationship We + opinion verb expressions of perception + us our + noun phrase	We—think/believe/suppose/know/realize/find/guess/consider/hope It is clear/certain/obvious to us It seems/appears to us Our belief in the reliability of the findings
Reader engagement markers	Make explicit appeals to the reader	Consider, note that, you can see, you will agree that
Frame markers	Express structural relations within the text; often indicating sequences and stages in order to guide the reader in the process of reading and understanding the writer’s intention	First/second/third, finally, to conclude
Endophoric markers	Refer to information in the surrounding text	As stated previously, this idea, as a result
Transitions	Express semantic relations between clauses	Time relations: e.g. after, before, by the time, meanwhile; Listing additional ideas: e.g. most importantly, one/another reason is, also, additionally, but, thus, and, moreover; Giving examples: e.g. as an illustration, specifically, such as, namely, in other words Contrast: e.g. however, although, but
Exophoric markers	Refer to information from other texts	See Fig. 1, as noted in, following on from Krashen’s notion of affective filter
Code glosses	Elaborate propositional meaning	E.g. that is to say

‘CI’ voice markers
Boosters	Indicate close dialogue between reader and writer	(Adverbials) certainly, without doubt, for sure
Attitude markers	Invite reader’s acceptance of the proposition	(Adverbials) arguably, unfortunately, undoubtedly
‘CD’ voice markers
Hedges	Invite the reader to consider the veracity of the proposition	Modal verbs: might, may, could, can Adverbs: e.g. maybe, possibly, perhaps, it is possible that It is + adverb + that: It is possible that … It is likely that …
‘D’ voice markers
Pronoun/collective noun references	2nd and 3rd person singular and plural one, you, he, she, they, people + opinion verb expressions of perception + him, her, them your, his, her, their, people’s + noun phrase	One, you, he, she, they, (*people) think/believe/suppose/know/realize/find/guess/consider/hope It is clear/certain/obvious to him, her, them It seems/appears to him, her, them The internet has improved your, his, her, their, (*people’s) ability to communicate
Passive forms	Obfuscate and conceal writer’s presence	it + to be - believed/thought/believed/expected/considered It is considered as one of the most important discoveries of modern times.
Exophoric references	Refer to information outside the text	Direct and indirect speech X states/argues/thinks, according to Y e.g. Smith argues that, “the way to a man’s heart is through his stomach”
Hedges	Lessen degree of author’s commitment to propositions	Modal verbs: might, may, could, can Adverbs: e.g. maybe, possibly, perhaps, it is possible that It is + adverb + that: It is possible that … It is likely that …

Appendix 2: Writing Task

American Dream or American Nightmare?

The United States of America has long been considered as ‘the land of opportunity’. The ‘American Dream’ has always promised people that they can realize their personal and professional ambitions by hard work and having the appropriate skills and abilities despite their gender, age or ethnicity. People from all over the world have gone to America in order to realize their personal ‘American Dream’. However, today people are beginning to ask whether the dream has become a nightmare.

In a recent survey of African Americans, “59 percent…agreed that the American Dream has become impossible for most Americans to achieve” [Dallas Morning News, 4/30/15]. For whatever reason, they think that for many people the ‘American Dream’ is unattainable. Other people are more specific; they think that the ‘American Dream’ is out of reach to many due to factors such as, racism, globalization, multiculturalism, and a decline in family values. In short, they believe that the ‘American Dream’ has become a nightmare.

In a 250-word essay express your opinion on whether immigrants coming to the US can still find the ‘American Dream’ or whether the ‘American Dream’ has become the ‘American Nightmare’.

Appendix 3: Questionnaire Questions

Questionnaire includes points related to (1) demographic background, (2) intercultural experience, (3) educational background, (4) linguistic experience, (5) professional experience and (6) Academic Writing experience.

Demographic background

• 1. Age:

• 2. Nationality:

• 3. Profession:

• 4. Gender:

• 5. Parents’ profession:

Intercultural experience

• 1. How long have you spent in countries other than your native country? Specify the country and the length of time.

• 2. Which national culture do you most identify with?

• 3. Have you ever lived in an English speaking country? Please specify.

Educational background

• 1. What subjects have you studied post high-school?

• 2. What academic course are you following now?

• 3. Why did you choose this course of studies?

• 4. Did you have a 2nd or 3rd choice of course of studies? If so, what?

Linguistic experience

• 1. How long have you been learning English?

• 2. Do you speak any other language(s) other than your L1 and English?

• 3. Have you taken any English language exams in your life? Which ones? What final grade did you achieve?

• 4. How would you assess your present knowledge of your foreign languages? Please list and rate your languages following the levels in the grid below.

Professional experience

• 1. What occupational experience have you had? List your jobs and say whether they were part-time or full-time and how long you did this job for.

• 1. Did you use English in any of these jobs?

• 2. If yes, was your English language level sufficient for you to do the job well?

• 3. What profession are you hoping to do in the future?

• 4. Do you think English will be necessary for you in this job?

• 5. Which language skills do you think will be necessary for you to have in order to do this job?

• 6. Is your current level of English sufficient for you to be successful in this job?

Appendix 4: Interview Questions

Interviews include the discussion of students’ academic writing experience.

• 1. At what age did you begin writing tasks at school?

• 2. Have you ever been explicitly taught writing skills?

• 3. What types of writing activities did you perform at different levels of your education?

• 4. Was this work assessed/evaluated by your teachers, external examination boards or others (specify)?

• 5. If so, what grade did you receive?

• 6. Did you find these writing tasks interesting, challenging?

• 7. Do you think you are good at writing academic tasks in your native language? Why? Why not? a. What are your strengths? b. What are your weaknesses?

• 8. At what age or stage in your education did you first start writing in English?

• 9. Have you ever been explicitly taught writing skills in English?

• 10. What types of writing activities have you done in English? Was this work assessed/evaluated by your teachers, external examination boards or others (specify)? If so, what grade did you receive?

• 11. Did you find these writing tasks interesting, challenging?

• 12. Do you think you are good at writing academic tasks in your English? Why? Why not? a. What are your strengths? b. What are your weaknesses?

• 13. Have you ever written in English without it being required for a course, exam etc.? If so what? Why?

• 14. Can you compare doing academic writing in your native language to that in English? Do you prefer to do academic writing in L1 or L2? Which language do you most often write in now (if applicable)?

• 15. Do you think academic writing in English helps you learn the language? If yes, how?