Abstract Writing quality is often linked to how voice is represented in the text. In this study, drawing on the principles of Stratification and Realization from Systemic Functional Linguistics (SFL), together with the Sydney School’s genre theory and the Engagement system within Appraisal Theory, we propose a framework for a more systematic, full text-paragraph-clause evaluation of authorial voice in L2 learners’ argumentative writing, a stratified analysis from argument generic structure in the full text to Engagement interpersonal meaning expressed in paragraph and its lexicogrammatical realizations in clause. We demonstrate this framework through a detailed analysis of 14 high-quality, prize-winning argumentative writings written by Chinese undergraduates and released by Uchallenge , an annual English proficiency contest in China. The results confirm the significance of voice negotiation in producing sound argumentation. The students configured hybrid generic stages in their schematic structure and strategically employed Engagement lexicogrammatical resources across different stages of argumentation. This allowed them to successfully construct a strong authorial voice against a backdrop of multiple voices, despite some instances of implicit attribution and endorsement. Based on our analysis, we suggest that instructors guide L2 undergraduates in constructing their authorial voice by teaching argument genre conventions while allowing for structural variations, and by strengthening such understanding through critical reading of voice negotiation in expert writing.
Qi et al. (Fri,) studied this question.