Volume 1, Issue 3 December 2018, pp. 102–117
Voicing the academy
The development of an appropriate authorial voice is considered to be fundamental to successful academic writing in the target language. Voice research in second language writing, therefore, seeks to delineate voice salience in L2 academic texts, the relationship between voice and high quality academic writing, the second language (L2) writer's development of an appropriate authorial voice, and how voice research might inform second language writing pedagogy. However, while voice research addresses a range of concerns in second language writing, there are a limited number of methods available for analysing authorial voice in texts. The following article investigates Ivanic and Camp's (2001) typology, which indexes voice as a series of ideational, interpersonal, and textual voice types, as a possible method for measuring voice. The typology was applied to two long argument essays written by postgraduate international students studying at an Australian university. The results of the application of the typology underscored a range of both normative and non-normative voices in the students' texts. The article concludes that Ivanic and Camp's (2001) typology has the potential to contribute to present understandings apropos of the language resources that correlate to normative and non-normative voice types. The article also provides some recommendations for future research.
© Davina Allison
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Allison, D. (2018). Voicing the academy. Australian Journal of Applied Linguistics, 1(3), 102–117. https://doi.org/10.29140/ajal.v1n3.79
Intercultural education in times of restricted travel: Lessons from the Gaza Strip
Maria Grazia Imperiale
Intercultural Communication Education Published: 19 April, 2021, Volume 4(1), 22–38.
"I don't want to be stereotypical, but..."
Norwegian EFL learners' awareness of and willingness to challenge visual stereotypes
Cecilie Waallann Brown
Intercultural Communication Education Published: 20 December, 2019, Volume 2(3), 120–141.
"Writing like a health scientist": A translingual approach to teaching text structure in a diverse Australian classroom
Sue Ollerhead, Isobel Crealy, Rebecca Kirk
Australian Journal of Applied Linguistics Published: 30 April, 2020, Volume 3(1), 77–90.
(Mis)use of e-mail in student-faculty interaction: Implications for university instruction in Germany, Saudi Arabia and Japan
The JALT CALL Journal Published: 30 April, 2013, Volume 9(1), 23–57.
(Re)imagining a course in language and intercultural communication for the 21st century
Adriana Raquel Diaz, Paul J. Moore
Intercultural Communication Education Published: 29 December, 2018, Volume 1(3), 83–99.
3D digital games, virtual worlds, and language learning in higher education: Continuing challenges in Japan
Robert Swier, Mark Peterson
The JALT CALL Journal Published: 31 December, 2018, Volume 14(3), 225–238.
A case study of using Facebook in an EFL English writing class: The perspective of a writing teacher
The JALT CALL Journal Published: 31 December, 2014, Volume 10(3), 189–202.
A comparative analysis of face to face instruction vs. Telegram mobile instruction in terms of narrative writing
Jamshid Heidari, Farzaneh Khodabandeh, Hassan Soleimani
The JALT CALL Journal Published: 31 August, 2018, Volume 14(2), 143–156.
A comparison of computer-mediated peer corrective feedback between high and low-proficiency learners in a Japanese EFL writing classroom
Bradley D. F. Colpitts, Travis Hunter Past
The JALT CALL Journal Published: 31 August, 2019, Volume 15(2), 23–39.