Building Audacity of Authorial Voice: A Lesson Learned From Published Writers
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Abstract
This study extends knowledge of L2 writers’ citation practices, especially in the development of a persuasive authorial voice, through analysis and comparison of the introduction section between 15 Indonesian Master-level students and 15 L2 published authors. The study sourced its data from a total of 30 academic paper drafts written by these two different groups. The first data set was obtained from 15 academic papers published in reputable journals ranked in the Indonesian national journal database, which discussed content related to ESL/EFL/TESOL and were written by Indonesian academics and/or collaborated with overseas academics. The second data set comprised 15 papers written by students. In the data analysis, it is found that a significant number of both master-level writers and published writers (71%) use similar patterns of stance, i.e., acknowledge, in which a writer acknowledges a proposition as belonging to another researcher/community member but passes no evaluative comment on it. In terms of textual integration, the reliance on assimilation is found in both MW and PW categories, with a striking number of 98%. This finding brings along a few implications for the teaching of academic writing at higher education levels.
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