Abstract
Authorial voice is now acknowledged as an important aspect of academic writing, but one that may be particularly challenging for multilingual students writing a thesis in English as an additional language (EAL). There is also an increasing volume of published advice on writing a thesis. Yet to date few studies have investigated whether the advice provided reflects recent ethnographically oriented research on voice and scholarly identity (e.g. Morton & Storch, Developing an authorial voice in PhD multilingual student writing: The reader’s perspective. Journal of Second Language Writing, 43(1), 15–23, 2019). In this chapter, we report on a study that analysed the advice provided by six thesis writing guidebooks and a range of online resources on authorial voice. We found an interesting distinction between guidebooks targeting students and those targeting supervisors, particularly in terms of the complexity with which voice was dealt, if at all.
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Notes
- 1.
In this chapter, we use the term thesis to refer to doctoral theses and dissertations as this is the term used in Australia. We acknowledge that these two terms are used differently in different parts of the world.
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Morton, J., Storch, N. (2021). Authorial Voice in Doctoral Writing: Published Advice. In: Muresan, LM., Orna-Montesinos, C. (eds) Academic Literacy Development. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-62877-2_9
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