This literature review examines authorial voice construction in academic writing, focusing on challenges faced by second language (L2) writers, particularly Uzbek students. Voice, a multidimensional concept encompassing individual, social, and dialogic aspects, remains crucial yet problematic in academic discourse. The study addresses two research questions: identifying features contributing to voice construction and factors influencing voice presentation. Through critical analysis of empirical studies, the review examines Hyland's (2008) interaction model, which identifies stance and engagement as voice components realized through linguistic features including hedges, boosters, attitude markers, self-mention, reader pronouns, and directives. However, findings reveal limitations of sentence-level approaches, highlighting the importance of broader discursive features such as rhetorical moves, citations, and content knowledge. The dialogic perspective demonstrates that voice is co-constructed between writers and readers, with readers' interpretations playing crucial roles. Voice presentation is influenced by disciplinary conventions, genre expectations, and cultural-linguistic backgrounds. Soft sciences employ more interactional markers than hard sciences. L2 writers face unique challenges due to different rhetorical traditions between their L1 and English. The relationship between voice and writing quality remains contested, with studies showing mixed results. The review concludes with pedagogical implications, recommending explicit voice instruction through audience awareness activities, comparative text analysis, and reflective journaling, while acknowledging voice development as a complex, time-dependent process requiring disciplinary experience.

Authorial voice, academic writing, stance and engagement

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