Based on the arguments that identities are constructed through discourse and are   situation-bound, the present study investigates the relational identities authors constructed while making suggestions in international English academic journal articles. The results show that authors construct both dominating and non-dominating identities, and choose between highlighting and hiding their advisees. Influenced by the advisees’ social roles, the authors prefer non-dominating identities and hiding their advisees. Moreover, the trend becomes more evident when the advisees have higher social ranks. The findings may throw new light on the understanding of academic discourse and have implications for the promotion of Chinese EFL learners’ academic writing competence.