Abstract
This paper focuses on the textual revisions involved in the creation of one type of ‘successful’ written product, scientific research articles (RAs) by non-native speaker (NNS) novice researchers. In this case, ‘success’ can be judged from the processes of peer review, negotiation, revision, and eventual acceptance for publication of RAs in English-language scientific journals. A systemic-functional linguistic framework of text analysis and interpretive commentary from a social-constructionist perspective show how the hard, norm-developing processes of interaction between ‘inexperienced’ novice and ‘expert’ RA writers of the scientific discourse community are manifested in linguistic and rhetorical terms. Such insights are of particular interest to English for Academic Purposes practitioners who aim to support the initiation of NNS novices into the international research community.
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