Writing and Identity. The Discoursal Construction of Identity in Academic Writing: Roz Ivanic. Amsterdam: Benjamins, 1998. ISBN: 90 272 1798 X (Eur) /1-556 19-323-8 (US)

By K. Cadman. 2002

1,054 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Language and Linguistics, Philosophy

View Paper: https://www.semanticscholar.org/paper/c7f7821106e3c5c4cbd36e77e248d8f39d807ec8

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Citations in the corpus

Technology in Language Use, Language Teaching, and Language Learning. (2016, background): “No doubt this ethos contributes to current debates about plagiarism and its cultural relativity even in nondigital environments (Chandrasoma, Thompson, & Pennycook, 2004; Ivanič, 1998; Pecorari, 2003).”
Linguistic perspectives on the development of intercultural competence in telecollaboration (2003, background): “…negative connotation that these components might be "learnt by a simple technology and transferred unproblematically" from one context to another (Ivanic, 1998, p. 168; see also Byrnes, 2001, p. 520; Kumaravadivelu, 1994), when, in point of fact, intercultural interpretation, relation,…”
Teacher Transformation in the National Writing Project (2008, background): “But whereas for Mezirow this assessment in itself leads to tentative role experimentation and eventually changed actions, I will argue that in this study, bound into such assessments were critical moments of reframing, amounting to the epistemological shifts described by Kegan (2000). Liz’s experien”
Teaching and Learning Argumentative Reading and Writing: A Review of Research (2011, background): “Given the centrality of transfer of social practices across different contexts, Lunsford’s analysis suggests that students are continually recontextualizing uses of argumentative literacy practices for engaging different audiences in different contexts through social practice as they receive feedbac”
Language Socialization into Academic Discourse Communities (2010, background): “Dozens of key case studies in the field of L2 writing were reviewed, both those conducted by her (e.g., Casanave, 1992, 1998) and by others (e.g., Ivanič, 1998; Prior, 1998; Spack, 1997).”
Student beliefs and attitudes about authorial identity in academic writing (2009, background): “…of analyses of cultural and institutional representations of authorship (Howard 1995), sociocultural analyses of discourses of writing (Cherry 1988; Ivanic 1995, 1998), textual analysis of student writing (Henry 1994), or analyses of the impact of the text on the reader (Hatch, Hill, and Hayes…”
‘We Do Not Seem to Have a Theory … The Theory I Present Here Attempts to Fill This Gap’: Inclusive and Exclusive Pronouns in Academic Writing (2005, background): “Hence those who have constructed functional pronoun taxonomies (Ivanič 1998; Tang and John 1999; Hyland 2002a) link pronoun functions with authorial presence.”
The Routledge Handbook of English for Academic Purposes (2016, background): “…the social and political implications of the material (e.g. the implications for workers in the developed world due to the relocation of companies to the developing world, and the implications for workers in the developing world, including precarious, underpaid and dangerous working conditions).”
Language Re-use among Chinese Apprentice Scientists Writing for Publication (2007, background): “Hull and Rose 1989; Howard 1993; Prior 1998) as well as among students from a wide range of cultural backgrounds (e.g. Spack 1997; Currie 1998; Ivanič 1998; Dryden 1999; Angélil-Carter 2000; Pecorari 2003; Shi 2004).”
Enhancing Students' Engagement and Motivation in Writing: The Case of Primary Students in Hong Kong. (2007, background): “Keywords: Motivation; Engagement; Young writers; Action research; Socio-cultural context”
Transitions and turning points: exploring how first-in-family female students story their transition to university and student identity formation (2014, positive): “Existing cultural and learning identities may not match the identity positions available, leading to a ‘mismatch between the social contexts, which have constructed their identities in the past, and the new social context, which they are entering’ (Ivanic, 1998, p. 12).”
The Construction of Author Voice by Editorial Board Members (2009, background): “In theory, removing identifying information—such as the author’s name and the institutional affiliation—from the manuscript masks what Ivanič (1998) has called the author’s autobiographical self.”
From novice to disciplinary expert: Disciplinary identity and genre mastery (2008, background): “Ivanic (1998), for example, has argued that knowing how to reproduce written academic norms is not an issue of literacy as much as it is one of identity, where students struggle as writers because they are also struggling to learn the beliefs and practices of their disciplines.”
Towards a Better Understanding of Academic Acculturation: Second Language Students in Canadian Universities (2008, background): “…Revue canadienne des langues vivantes, 65, 2 (December/décembre), 307–333 In recent years, a growing body of literature has examined the academic acculturation processes of L2 students in higher education settings (e.g., Ivanič, 1998, 2006; Johns, 1997; Leki, 1995; Morita, 2000; Spack, 1997).”
Re-becoming ESL: multilingual university students and a deficit identity (2009, methodology): “With a focus on identity formation and academic writing, Ivanič (1998) has used the term ‘discoursal identities’ with reference to the different processes of identity formation that relate to learners and university writing: an autobiographical self built from life histories; a discoursal self,…”
Plagiarism, cultural diversity and metaphor—implications for academic staff development (2006, background): “Ivanic (1998) argues that ‘each individual takes on an identity in relation to the communities they come into contact with.”
Handbook of Autoethnography (2021, background): “You will leave this ses - sion, walk out of this room, and you will think: She is strong, she is angry, and I love it.”