Academics' Understandings of the Authorial Academic Writer: A Qualitative Analysis of Authorial Identity

Autor/inn/en	Cheung, Kevin Yet Fong; Elander, James; Stupple, Edward James Nairn; Flay, Michael
Titel	Academics' Understandings of the Authorial Academic Writer: A Qualitative Analysis of Authorial Identity
Quelle	In: Studies in Higher Education, 43 (2018) 8, S.1468-1483 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cheung, Kevin Yet Fong)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2016.1264382
Schlagwörter	Authors; Teaching Methods; Semantics; Student Attitudes; Semi Structured Interviews; Plagiarism; Higher Education; Writing (Composition); Academic Discourse; Self Concept; Writing Instruction; College Faculty; Teacher Attitudes; College Students; Foreign Countries; Audience Awareness; Writing Skills; Qualitative Research; Self Efficacy; Writing Processes; United Kingdom + Suchen Sie Ihr Suchwort? Author; Autor; Autorin; Teaching method; Lehrmethode; Unterrichtsmethode; Semantik; Schülerverhalten; Plagiat; Hochschulbildung; Hochschulsystem; Hochschulwesen; Schreibübung; Discourse; Diskurs; Selbstkonzept; Schreibunterricht; Fakultät; Lehrerverhalten; Collegestudent; Ausland; Writing skill; Schreibfertigkeit; Qualitative Forschung; Self-efficacy; Selbstwirksamkeit; Großbritannien
Abstract	Research on authorial identity has focused almost exclusively on the attitudes and beliefs of students. This paper explores how academics understand authorial identity in higher education. Semi-structured interviews were conducted with professional academics and analysed using thematic analysis, identifying themes at two levels. At the semantic level was a main theme called 'the authorial writer,' with five subthemes: 'authorial confidence,' 'valuing writing,' 'ownership and attachment,' 'authorial thinking,' and 'authorial goals.' At the latent level were two integrative themes: 'tacit learning' and 'negotiating identities.' The semantic subthemes represent attributes that could be targets for pedagogic interventions. The integrative themes suggest processes in the development of authorial identity, which can inform more effective teaching. By identifying attributes and processes associated with authorial identity, these findings help towards a psychological understanding of authorial identity, informing development of more effective pedagogy to help students improve their academic writing and avoid plagiarism. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01