Conceptualising international postgraduate students' authorial voice in academic writing: A case study in Australian higher education

This research focuses on authorial voice in academic writing, with particular interest in the writing processes of international postgraduate students in Australia. The study investigated students’ cultural and rhetorical adaptation as they sought to respond to written assessments requiring authorial voice and argument. Voice is a pervasive concept in academic writing but is often unclear to students in terms of meaning, articulation, and evaluation. This research develops new theoretical, methodological, and pedagogical understandings of voice in second language writing and the processes that globally-mobile second language student writers undertake to expand their multicompetence in new academically-situated rhetorical conventions and practices.