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{
    "pk": 2198,
    "title": "Carving out a Dialogic Space for “I”: A Corpus-Based Study of Novice L2 College Writers’ Use of First- Person Pronouns in Argumentative Essays",
    "subtitle": null,
    "abstract": "L2   writers likely perceive “good academic writing” as impersonal (Hyland, 2002;   Shen, 1989; Tang & John, 1999). Yet research has shown that every   linguistic and rhetorical choice that a writer makes—including, the   presence/absence and different forms of self-mention—potentially reveals the   writer’s authorial identity (Ivanič, 1998). The dialogic nature of academic   writing, as manifested in strategic self-mentions, has remained overshadowed   in L2 writing pedagogy by other linguistic issues. This article draws   attention to this gap in research: specifically, I report on the findings of   a corpus-driven descriptive inquiry into authorial identity, operationalized   as the use of first-person pronouns in a corpus of 126 argumentative research   papers written by students enrolled in first-year L2 composition courses. The   study examines how L2 writers practice self-mention, comparing the   frequencies of first-person pronouns in the argumentative corpus with both a “parent”   corpus, which contains other genres produced by the same group of writers,   and published research analyzed by Hyland (2001). I also define and   characterize the five qualitatively coded and quantitatively measured   rhetorical functions of “I” used in the corpus (i.e., reporter, architect,   narrator of personal experiences, conceder, and opinion-holder). L2 writers   in this study were found to use self-mention more frequently than published   authors. However, L2 writers employed self-reference less frequently in their   argumentative essays than for other genres. Their argumentative texts reproduced   a narrative tone, as indicated by the lower ratio of the subjective/objective   case of the first-person singular pronoun. A comparison of rhetorical   functions reveals that nearly 50% of “I”s in the corpus function as a “narrator   of personal experiences.” In light of the findings, I propose pedagogical   suggestions aimed at more effectively socializing college-level L2   composition students into academic discourse communities.",
    "language": "en",
    "license": {
        "name": "Creative Commons Attribution-NonCommercial-NoDerivatives  4.0",
        "short_name": "CC BY-NC-ND 4.0",
        "text": "Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\r\n\r\nNonCommercial — You may not use the material for commercial purposes.\r\n\r\nNoDerivatives — If you remix, transform, or build upon the material, you may not distribute the modified material.\r\n\r\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.",
        "url": "https://creativecommons.org/licenses/by-nc-nd/4.0"
    },
    "keywords": [
        {
            "word": "L2 writing"
        },
        {
            "word": "identity"
        },
        {
            "word": "corpus-driven"
        }
    ],
    "section": "Article",
    "is_remote": true,
    "remote_url": "https://escholarship.org/uc/item/2hz585z9",
    "frozenauthors": [
        {
            "first_name": "Zhaozhe",
            "middle_name": "",
            "last_name": "Wang",
            "name_suffix": "",
            "institution": "Purdue University",
            "department": "None"
        }
    ],
    "date_submitted": "2018-04-08T20:03:42Z",
    "date_accepted": "2018-04-08T20:03:42Z",
    "date_published": "2018-12-04T19:26:46Z",
    "render_galley": null,
    "galleys": [
        {
            "label": "",
            "type": "",
            "path": "https://journalpub.escholarship.org/l2/article/2198/galley/1413/download/"
        }
    ]
}