Our purpose in this paper is to present the findings of a study aimed at investigating how second language (L2) student-writers construct their identities as academic authors in tertiary education. We consider the restraints institutionalized text production can place on the constitution of writer identity, and call for pedagogical approaches to writing to take on board our findings to better help students in the process of finding their unique authorial voice. While the specific socio-cultural and institutional contexts within which people write limit possibilities for their self-representation, we argue that student writers should be encouraged to bring their own life histories and sense of the self to their texts. The study follows the notion of writer voice as proposed by Lehman (2018). She proposes categorising writer voice into three main types: individual, collective and depersonalized. As these three aspects of voice are predominantly cued through metadiscourse features we employed a three-dimensional analytic rubric designed by Lehman (2018) in order to identify and analyze the potential of individual voice in the facilitation and enhancement of academic writing in a second language (see Lehman, 2018).

我们在本文中的目的是提出一项研究的结果，旨在调查第二语言（L2）学生作者如何构建其在高等教育中作为学术作者的身份。我们认为制度化文本生产可能会对作者身份构成构成限制，并呼吁采用教学法进行写作以吸收我们的发现，以便更好地帮助学生找到其独特的创作声音。虽然人们写作所处的特定社会文化和制度环境限制了其自我表现的可能性，但我们认为应鼓励学生作家将自己的生活史和自我意识带入文本。该研究遵循了雷曼兄弟（Lehman，2018）提出的作家之声的概念。她建议将作家的声音分为三种主要类型：个人，集体和去个性化。由于语音的这三个方面主要是通过元话语功能提示的，因此我们采用了雷曼（Lehman，2018）设计的三维分析法则，以识别和分析个人语音在促进和增强第二语言学术写作中的潜力（参见雷曼（Lehman），2018年）。