Polifonia na voz autoral: Results show a variety of authorial voices, i.
As Ken Hylandp. They can also shape how you: So when it comes to developing your voice and achieving writing clarity, cohesion and conciseness, you must consider what this involves in the context of your own discipline. Distinguishing your ideas Academic writing uses language of critical analysis rather than the more informal language of normal speaking, diaries, emails or even presentations.
One of the reasons for this more formal language is the requirement to engage with the ideas of other writers, which not only have to be referenced, but analysed, critiqued and evaluated to develop a reasoned argument.
Your choice of language can help you to show how you analyse, critique and evaluate the ideas you write about.
However, the more you fill your writing with description, the less space you have to develop your argument. Thus, the control and use of academic language signals to your readers the depth or level at which you are writing.
The goal is to be as precise and as concise as possible. When taking notes from reading, work out a system that clearly distinguishes the following. Direct quotations from other sources, where you are reproducing the exact wording of an author.
Your observations, views or comments that you wish to document. Make clear whether the ideas being discussed belong to you or another, or readers can become confused, and miss your great insights. The text was subsequently amended, after discussion with the student, to clarify when she was drawing on ideas from her source and when she wanted to insert her own comment.
The relation between truth and power is one between truth and discursive practice. Truth is not a stable and independent entity. The relation between truth and power is seen by X as one between truth and discursive practice. This suggests that truth is not a stable and independent entity.
It is clear from the material emphasised in the amended text that the ideas in the first two sentences belong to X on whom the writer is drawing, and that she is offering her own interpretation in the third sentence.
Related to the above problem, is the tendency to place a single reference at the end of a rather long paragraph sometimes successive paragraphs receive this treatmentwhich is insufficient to discriminating which information precisely has been taken from the source.
If all the ideas in a paragraph are being taken from a single source and you are not interpolating any comments of your own, then simply phrase your lead sentences to indicate that this will be so, as in these examples.
Example lead sentences The following discussion draws on an empirical study undertaken by X The extent of military interference in the political process is attested to in an extensive study undertaken by X, Y and Z As lead sentences in a paragraph, sentences of this type would set up reader-expectation that all that follows in that paragraph is taken from the nominated source.
However, if you want to introduce ideas from other sources, you must make it clear to the reader when you do so. The words listed below are arranged, generally, according to their level of description and critical analysis or evaluation.Specifically, the study is guided by the following overarching research question: To what extent is the analytic voice rubric developed on the basis of Hyland’s () theoretical model of voice in academic written discourse a reliable and valid measure of the strength .
Authority and invisibility: authorial identity in academic writing Ken Hyland* English Department, City University of Hong Kong, Tat Chee Avenue, Kowloon, Hong Kong.
Academic writing uses language of critical analysis rather than the more informal language of normal speaking, diaries, emails or even presentations. One of the reasons for this more formal language is the requirement to engage with the ideas of other writers, which not only have to be referenced, but analysed, critiqued and evaluated to.
This chapter considers the question of voice/s in light of research that the author and others have conducted into social processes and cultural practices.
It interrogates the concept of voice and also considers its complications, particularly as the construct relates to academic writing. The chapter focuses on the nature of voice as it is projected and interpreted in written communication.
The Dance of Voices be able to invent and cultivate an authorial voice as they took a position in their academic writing. For the study, we selected representative samples from a variety of writing. This article analyses a specific genre parameter – the authorial voice – in two included and contiguous academic genres within a corpus of abstracts and acknowledgements from PhD dissertations of the University of Coimbra.