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Exploring authorial presence through the use of first person pronouns: evidence from a Saudi University
McCallum, Lee1.
Authorial presence in academic writing is a fluid and multi-faced concept with its construction a
troublesome challenge for both L1 (first language) and L2 (second language) writers of English.
Authorial presence is particularly challenging for NNSs (Non-Native Speakers) who tend to
avoid overly presenting their ideas, expressions and thoughts in their writing. This paper uses a
specialized corpus of 45 student essays from a female multi-disciplinary university in the
Kingdom of Saudi Arabia to identify and examine the presence and use of first person pronouns
in shaping the author’s presence in academic writing. Findings show that learners use a wide
range of first person pronouns to show their presence in academic texts and that these pronouns
partner important verb, noun and prepositional phrases to achieve varying degrees of authorial
power and presence. The paper concludes with pedagogic implications and suggestions for EAP
(English for Academic Purposes) writing instructors who hope to tackle the use and function of
first person pronouns more confidently in their classrooms.
Affiliation:
- University of Exeter, United Kingdom
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