Abstract This ethnographically oriented study followed the writing experiences of four students on an international masters programme in Finland. Gathering a range of data, the study set out to examine what counts as good writing on a programme with a very diverse student body in which English is used as a lingua franca. Both teachers and students emphasised the importance of arguing one's ‘own point of view’ in academic writing, and teachers often formed impressions of students on the basis of their texts, drawing attention particularly to their use of metadiscourse markers (e.g., self-mentions, attitude markers and hedges). The present article therefore combines a quantitative analysis of students' use of metadiscourse in their papers with qualitative analysis of the voice types they construed in their texts and the ways in which their practices were perceived. The analysis found that students' use of metadiscourse varied from text to text, and they construed strikingly different voice types in their writing. Based on interview and journal data, their practices seemed to be influenced by their experiences of the classroom and teacher, as well as their disciplinary backgrounds. Teachers seemed to prefer the voice of a detached cultural analyst, with fewer explicit expressions of the writer's stance. However, they also drew on their impressions of the individual student's learning and on images of cultural norms in interpreting their practices.

中文翻译：

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如果你能捍卫自己的观点，那就很好：国际硕士课程学生写作中的声音构建规范

摘要 这项以民族志为导向的研究遵循了芬兰国际硕士课程的四名学生的写作经历。该研究收集了一系列数据，开始研究在一个学生群体非常多样化的项目中，什么才是好的写作，在该项目中，英语被用作通用语言。教师和学生都强调在学术写作中论证自己“自己的观点”的重要性，教师经常根据学生的课文形成对学生的印象，特别关注他们对元话语标记的使用（例如，自我提及，态度标记和树篱）。因此，本文结合了对学生的定量分析 在他们的论文中使用元话语，对他们在文本中解释的声音类型以及他们的实践被感知的方式进行定性分析。分析发现，学生对元话语的使用因文本而异，并且他们在写作中解释了截然不同的语音类型。根据访谈和期刊数据，他们的实践似乎受到课堂和教师经历以及学科背景的影响。老师们似乎更喜欢一个超然的文化分析师的声音，较少明确表达作者的立场。然而，他们在解释他们的实践时也借鉴了他们对个别学生学习的印象和文化规范的形象。元话语的使用因文本而异，他们在写作中解释了截然不同的语音类型。根据访谈和期刊数据，他们的实践似乎受到课堂和教师经历以及学科背景的影响。老师们似乎更喜欢一个超然的文化分析师的声音，较少明确表达作者的立场。然而，他们在解释他们的实践时也借鉴了他们对个别学生学习的印象和文化规范的形象。元话语的使用因文本而异，他们在写作中解释了截然不同的语音类型。根据访谈和期刊数据，他们的实践似乎受到课堂和教师经历以及学科背景的影响。老师们似乎更喜欢一个超然的文化分析师的声音，较少明确表达作者的立场。然而，他们在解释他们的实践时也借鉴了他们对个别学生学习的印象和文化规范的形象。老师们似乎更喜欢一个超然的文化分析师的声音，较少明确表达作者的立场。然而，他们在解释他们的实践时也借鉴了他们对个别学生学习的印象和文化规范的形象。老师们似乎更喜欢一个超然的文化分析师的声音，较少明确表达作者的立场。然而，他们在解释他们的实践时也借鉴了他们对个别学生学习的印象和文化规范的形象。