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Title GENDER IN AUTHORIAL VOICE THROUGH METADISCURSIVE MARKERS: A CORPUS-ASSISTED ANALYSIS OF ACADEMIC DISCOURSE

Author(s) SYEDA AREEM KAZMI

Abstract The use of meta discursive markers to project authorial voice in dissertations, which has got much pedagogical attention over time, has become more complex in recent years. The present study has undertaken to explore authorial voices by utilizing meta discursive markers in M.Phil dissertations of Education, Pakistan Studies and International Relationship. The interpersonal model presented by Hyland has been applied and Ivanic and Camps’ voice typology used as lens to find authorial voices by using these markers. The primary objective of present research was to explore the interactional and interactive meta-discursive markers used by both genders to constitute their authorial voice in dissertations of social sciences. The other objective was to analyze the different strategies of applying meta-discursive markers by both genders to represent their authorial voice in academic discourse. The mixed method approach was used to analyze the data. It was analyzed both at textual and interpersonal levels through a software (AntConc) in order to find authorial voices in dissertations. It was hypothesized that there would be significant differences between males’ and females’ voices in dissertations. Data was collected in soft form through Elibrary at NUML. The findings revealed that in education dissertations both genders projected different authorial voices and used different strategies of entailing their readers in their written text. In Pakistan Studies, there was no clear variation between males and females’ voices because both females constituted same voices and both males constituted different voices but only in International Relations, both genders used same authorial voices that’s why there was no gender difference in IR. Further studies can be investigated on other disciplines to find variations among disciplines rather than gender. It can also be expanded to include comparisons of other disciplines. It can also be carried out for different levels of education such as bachelors, language assignments in matriculation, higher or secondary education level and in different age groups and cross cultures. The differences in projecting voices do not only depend on genders but sometimes they depend on disciplines as well as content.

Type Thesis/Dissertation MS

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Department English

Language English

Publication Date 2022-01-10

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