Student beliefs and attitudes about authorial identity in academic writing

Journal article

Pittam, Gail, Elander, James, Lusher, Joanne, Fox, Pauline and Payne, Nicola 2009. Student beliefs and attitudes about authorial identity in academic writing. Studies in Higher Education. https://doi.org/10.1080/03075070802528270
AuthorsPittam, Gail, Elander, James, Lusher, Joanne, Fox, Pauline and Payne, Nicola
Abstract

Studies of university students' beliefs and attitudes about academic writing and authorship

Authorial identity is the sense a writer has of themselves as an author and the textual identity they construct in their writing. This article describes two studies exploring psychology students’ authorial identity in academic writing. A qualitative focus group study with 19 students showed that authorial identity was largely unfamiliar to students, and highlighted the obstacles perceived by students to constructing authorial identities in university assignments. A questionnaire survey of 318 students explored the factor structure of an 18-item Student Authorship Questionnaire. Three factors described aspects of student authorial identity (‘confidence in writing’, ‘understanding authorship’ and ‘knowledge to avoid plagiarism’), and three factors described approaches to writing (‘top-down’, ‘bottom-up’ and ‘pragmatic’). Confidence in writing and knowledge to avoid plagiarism were significantly higher among year 2 than year 1 students. Both studies could inform interventions to reduce unintentional plagiarism by improving students’ authorial identity.

Authorial identity is the sense a writer has of themselves as an author and the
textual identity they construct in their writing. This article describes two studies
exploring psychology students’ authorial identity in academic writing. A
qualitative focus group study with 19 students showed that authorial identity was
largely unfamiliar to students, and highlighted the obstacles perceived by students to constructing authorial identities in university assignments. A questionnaire survey of 318 students explored the factor structure of an 18-item Student Authorship Questionnaire. Three factors described aspects of student authorial identity (‘confidence in writing’, ‘understanding authorship’ and ‘knowledge to avoid plagiarism’), and three factors described approaches to writing (‘top-down’, ‘bottom-up’ and ‘pragmatic’). Confidence in writing and knowledge to avoid plagiarism were significantly higher among year 2 than year 1 students. Both studies could inform interventions to reduce unintentional plagiarism by improving students’ authorial identity.

KeywordsAcademic writing; Authorial identity; Plagiarism
Year2009
JournalStudies in Higher Education
ISSN0307-5079
Digital Object Identifier (DOI)https://doi.org/10.1080/03075070802528270
Web address (URL)http://hdl.handle.net/10545/192714
hdl:10545/192714
Publication datesNov 2009
Publication process dates
Deposited01 Dec 2011, 09:25
ContributorsUniversity of Derby
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