Undergraduate students’ authorial identity as academic writers
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This research investigation emerged from my personal experience during my undergraduate studies. The question that arose inquired about how undergraduate students developed their authorial identity in spite of the norms and rules of academic writing and the power relationships presented in academia. This study holds a qualitative paradigm, for which narrative inquiry comes as the approach of research. As well, Written Life Stories are used as the technique to collect data. Four students of a B.A in Modern Languages of a private university reflected upon their past and present to develop their stories about their self-assumption as authors. As well, they projected their future on the same topic. In addition, the stories were interpreted and then expanded on through semi-structured interviews in conjunction with the participants. The life stories and interviews demonstrate that students position themselves as authors depending on three key aspects: the (un)constructive relationship with their writing teachers, the usage of voice and self-positioning to build a relationship with readers, and the use of creative means of writing to share their perspectives and opinions about the academic world.