建構學門知識：學術書寫與自我定位

Writing Discipline: Authorial Identity in Academic Discourse

10.30386/MCR.201907_(140).0004

紀慧君(Huei-Chun Chi)

自我定位 ； 學術書寫 ； 作者身分 ； 學門 ； 語藝 ； self-positioning ； academic writing ； authorial identity ； discipline ； rhetoric

新聞學研究

140期（2019 / 07 / 01）

127 - 167

繁體中文

以往，學術書寫旨在呈現事實，要求的是一種抽離、非個人化的書寫方式。然而，當代研究指出，書寫是一身分建構行為。本研究以傳播學門之科技部研究計畫申請書作為研究案例，探究研究者如何定位自我，塑造自己在學門共同體之身分，又如何定位自我與學門成員的關係。研究發現，學術書寫不僅體現書寫者對世界的認識方式，也是與其他研究者和讀者進行人際互動的方式，更是書寫者採用符合學門規範的語言策略，這些書寫方式反映書寫者所屬學門典範的認識論和對真實的假設。

Academic writing in the past was seen as a description of the reality, placing the author in the ＂impersonal＂ position. However, many studies point out that writing is a constructive act, and writers use a variety of positioning techniques to highlight their identity and to convey credibility and relationships with others. We thus use the ＂self-positioning＂ perspective to explore how researchers construct their identity in academic writing. In writing, researchers seek recognition of their academic community. As such we analyze the research proposals of Ministry of Science and Technology, explore how applicants position themselves in academic writing, and look into how the applicants construct their own identity in order to present their research problems and show their connection with the studied discipline.

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