Learning about Author Positioning in Written Academic Discourse

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dc.contributor.authorMaroko, Geoffrey Mokua
dc.date.accessioned2014-01-28T09:31:34Z
dc.date.available2014-01-28T09:31:34Z
dc.date.issued2013-11
dc.description.abstractGraduate students are usually not sure of the appropriate stance to take in relation to their writing. Even style guides provide little information regarding authorial positioning in academic texts. This paper describes a study in which frequency and usage of features of marking writer stance were compared between selected dissertations in Kenyan Public Universities. It was found that humanities dissertations preferred personal pronouns and the third person while science dissertations mainly chose the ‘faceless’ agent less passive voice. Suggesting that choices for such features in dissertations are a function of the epistemology and ideology of the disciplines, the paper proposes a genre-based approach to teaching those preparing to write their dissertations.en_US
dc.identifier.citationArgentinian Journal of Applied Linguistics Vol. 1, No. 2, November 2013, 47-60en_US
dc.identifier.issn2314-3576
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/8824
dc.language.isoenen_US
dc.publisherArgentinian Journal of Applied Linguisticsen_US
dc.subjectStanceen_US
dc.subjectPoint of viewen_US
dc.subjectPositioningen_US
dc.subjectDisciplinary cultureen_US
dc.subjectVoiceen_US
dc.titleLearning about Author Positioning in Written Academic Discourseen_US
dc.typeArticleen_US
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