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1
Hafidz, Moh. "RAGAM GRAMATIKAL DALAM ARTIKEL ILMIAH (ACADEMIC VOICES) DI E-JOURNAL". AL-TANZIM : JURNAL MANAJEMEN PENDIDIKAN ISLAM 2, n. 2 (30 ottobre 2018): 185–91. http://dx.doi.org/10.33650/al-tanzim.v2i2.400.
Abstract (sommario):
Grammatical or sound variety in scientific writing (Academic Voices) is a method used by writers to convey their own ideas and other people's ideas in the standard of scientific writing both in the form of Writer's Voice, Direct Voice, Voice indirect (Indirect Voice), additional voice (External Voice). The purpose of this study is to improve the ability of writers about quotations, to distinguish writers' voice, direct voice, indirect voice and external voice and reduce the level of plagiarism in writing journal articles. This study uses research in the form of Electronic Literature Study (E-Library Research) using observation and documentation. The result is 90% (ninety percent) of authors use author's voice (Writer's Voice) rather than direct voice (Direct Voice), indirect voice (Indirect Voice), additional voice (External Voice) in E-journal, formality of writing style scientific works are very varied and e-mail address (e-mail) is one of the conditions for the publication of articles as scientific papers.
2
ВАРЕЦЬКА, Софія, Світлана МАЦЕНКА, Діана МЕЛЬНИК e Ярина ТАРАСЮК. "Медійність голосу у драматичному тексті Лесі Українки". Studia Ucrainica Varsoviensia, n. 11 (4 dicembre 2023): 75–93. http://dx.doi.org/10.31338/2299-7237suv.11.5.
Abstract (sommario):
Based on the theory of mediative nature of writing the article analyzes the dramatization of voices in Lesya Ukrainka’s dramatic poem Cassandra (1907). The analysis of the text revealed that the author uses voices to create unique characters’ portraits, she skillfully introduces voice gestures, plays with voice masks. Different types of voices have been outlined in Lesya Ukrainka’s text and characterized in the article: the author’s voice, voice of the text, voice of silence, prophetic voice, cry voice, singing voice. Considering the ideas expressed by the researchers in the fi eld of the theory of writing and voice mediality, it has been pointed out that Lesya Ukrainka uses voices not just as a medium but also, she focuses on their physicality, emotionality, gesture nature, and performativity that plays a significant role for representing a tragic cognition in the poem.
3
Shepherd, Simon. "Voice, writing, noise…". Performance Research 8, n. 1 (gennaio 2003): 74–82. http://dx.doi.org/10.1080/13528165.2003.10871911.
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Kesler, Ted. "Writing With Voice". Reading Teacher 66, n. 1 (12 luglio 2012): 25–29. http://dx.doi.org/10.1002/trtr.01088.
5
Romano, Tom. "Writing with Voice". Voices from the Middle 11, n. 2 (1 dicembre 2003): 50–55. http://dx.doi.org/10.58680/vm20033070.
Abstract (sommario):
“Voice†is one of the least concrete elements of good writing, and yet it is also one of the most important. Helping students find a balance between the “gush†of ideas and words and the “long–thinking†of reflection and craft, Tom Romano leads students to allow themselves creative freedom while developing the patience to hone that first rush into a tight and effective piece of writing with voice.
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Bagheri, Fatemeh, e Liming Deng. "Personal and Social Voices in Written Discourse Revisited1". Chinese Journal of Applied Linguistics 42, n. 3 (25 settembre 2019): 345–64. http://dx.doi.org/10.1515/cjal-2019-0021.
Abstract (sommario):
Abstract For years, personal and social voices have been the issue of discussion on voice construction in written discourse (e.g., Elbow, 1999; Flowerdew, 2011; Hyland, 2002, 2010a, 2012b; Mauranen, 2013; Ramanathan & Atkinson, 1999; Tardy, 2005). However, there is a lack of an integrated examination of the dimensions which determine voice construction in writing from personal and social perspectives. This article re-examines the issue of voice construction through a critical review of previous literature on identity in written discourse. It is argued that there are five major dimensions for the construction of voice in written discourse. How writers appropriate their voice according to such five dimensions as genre, transition, culture, discipline and audience will be discussed. This paper lends further support to the view that voice in written discourse is both personal and social. As it is known, good writing expresses both personal and social voices. However, based on the dominant dimension(s), voice construction should be adjusted. Sometimes personal voice is boldly expressed; sometimes social voice is; and some other times the boundary between the two is unnoticeable. The study provides an integrated framework as well as pedagogical implications for the teaching of academic writing within L1 and L2 contexts.
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Brodersen, Randi Benedikte, e Solveig Kavli. "“Students Can Write!”". Nordic Journal of Information Literacy in Higher Education 11, n. 1 (25 giugno 2019): 39–51. http://dx.doi.org/10.15845/noril.v11i1.2624.
Abstract (sommario):
One purpose of this article is to shed light upon the concept of voice in writing, related to genres and sources in humanities. Another purpose is to participate in the academic discussion on voice. We want to raise awareness about the use of voice, in general, among students and supervisors. We want to inspire and motivate students to voice their texts explicitly and naturally – by using different genres and by entering into dialogue with central sources. Such sources can be used to create new meaning and for sense making, but they do not carry a given answer (Dervin, 1999; Holliday & Rogers, 2013).
The variation and complexity of voice is present in the variety of sources students find and use, such as articles, textbooks, dissertations, interviews, films, pictures, etc. Voices are explicit or implicit in all kind of sources used. Voices emerge as authoritative and experienced within academia, for instance in textbooks and articles. Voices may be creative and inviting. Some are attractive and believable, others hesitant or uncertain, as voices in many texts written by students.
Students, at all academic levels, express insecurity when working with academic writing and genres. However, by analysing and practicing different academic genres and by attending to voice(s) in others’ texts, students are empowered to explore genres and sources and to voice their own texts. By using and entering into dialogue with various sources, students make choices about how to present and interact with sources. In these ways, students develop their voices and improve their texts.
Our theoretical point of departure deals with voice, dialogue (Elbow, 2007; Bakhtin, 1986) and the use of sources combined with the search for information (Dervin, 1999; Holliday & Rogers, 2013). We analyse and compare two examples of the use of sources in academic texts, in order to show how texts representing two genres, use voices and sources in different ways. We present supervisors’ guidance strategies, representing supervisors’ voices. We – and supervisors – mention students’ general challenges with academic writing. Finally, we present dialogic strategies and propose a new dialogic strategy. This new strategy combines and unites reading and writing in different genres, drawing on and entering into dialogue with central sources, with different and clear ways of voicing; explicit and implicit voicing. Our dialogic strategy – and other intended dialogic strategies – can be used by students and all supervisors who assist students in writing, when dealing with voice(s) and sources.
8
Hong, Yeri. "Extracting a Voice". Journal of Didactics of Philosophy 4, n. 3 (Special Issue) (31 dicembre 2020): 177–89. http://dx.doi.org/10.46586/jdph.2020.9589.
Abstract (sommario):
In this article, I suggest a process for teaching writing to the students preparing for the IPO (the International Philosophy Olympiad) essay competition. My teaching process is based on Peter Elbow’s theory of writing, which emphasizes that writing should contain the writer’s real voice and respects both the writer and reader. Elbow’s strategy is also called the binary strategy, as it focuses on the two primary skills behind all writing: creating and criticizing. These two skills work in separate ways and require different steps. I employ Elbow’s writing strategy when teaching IPO essay writing. The IPO essay competition aims to develop creative and critical thinking, which also requires two types of writing: philosophical writing and second-language writing. Elbow’s binary strategy, specifically his focus on the creating skill and criticizing skill, will be helpful for the aim of the IPO essay writing competition.
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Karsten, Andrea. "Voices in Dialogue: Taking Polyphony in Academic Writing Seriously". Written Communication 41, n. 1 (12 dicembre 2023): 6–36. http://dx.doi.org/10.1177/07410883231207104.
Abstract (sommario):
In the past decades, the notion of voice in the theorizing and teaching of academic writing has been the subject of much debate and conceptual change, especially concerning its relation to writer identity. Many newer accounts of voice and identity in academic writing draw on the dialogical concept of voice by Bakhtin. However, some theoretical and methodological inconsistencies have surfaced in the adaptions of the concept. Working from a refinement of the dialogical notion of voice based on the concepts of polyphony and interiorization, this article presents a methodological approach for analyzing voice(s) in writing. The article presents material around the evolution of an early-career researcher’s dissertation synopsis. The material is multilayered, including the writer’s text, transcripts from an interdisciplinary peer-feedback conversation with two colleagues, and a video-stimulated interview with the writer. Excerpts of the material were analyzed to trace the polyphony of interiorized voices that influenced the writing. This focus revealed the multivoicedness of academic texts as an effect of their history of coming into being. This article contributes to the question of voice and identity in academic writing from a dialogical psycholinguistic perspective by presenting a de-reifying notion of voice grounded in an understanding of writing as a polyphonic activity, which also feeds into the formation of a writer’s self.
10
Yaffe, Philip. "Active voice, active writing". Ubiquity 2020, February (27 febbraio 2020): 1–6. http://dx.doi.org/10.1145/3383777.
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Vengadasalam, Sarbani Sen. "Transformative Pedagogy and Student Voice". Journal of Effective Teaching in Higher Education 3, n. 2 (10 dicembre 2020): 12–27. http://dx.doi.org/10.36021/jethe.v3i2.95.
Abstract (sommario):
This paper describes the principles of transformative pedagogy that lead to the development of distinct student voices in academic writing classes. Whether the course is taught at the undergraduate level through research, expository, and argumentative writing assignments or at the graduate level through literature review essays, research articles, and dissertation writing tasks, students need to be able to develop their voices and make their contributions to knowledge. Correspondingly, professional writing teachers need to teach students how to write voiced project documents such that it has the student’s unique signature even when situated within a paradigmatic boundary. The article expands on how facilitators of academic writing courses can incorporate S.E.A. principles of scaffolding, empowerment, and awareness as triple enablers into their teaching methodologies in order to develop student voices and usher in transformation successfully. As one of the few articles to examine how graduate and undergraduate academic writing instruction, including W.A.C. (Writing Across the Curriculum) and W.I.D. (Writing in the Discipline) teaching, can be recast to develop student voices, the paper can be helpful to readers looking for resources and recommendations to incorporate transformative pedagogy into their teaching.
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Reiter, Michael D., Vanessa Bibliowicz, Kayleigh Sabo, Xinyan Cindy Yu, Yesenia Delgado, Desiree Barrionuevo e Bailey Rich. "Collaborative Documentation: Therapist Experiences in Jointly Writing Progress Notes". Journal of Systemic Therapies 41, n. 2 (giugno 2022): 1–16. http://dx.doi.org/10.1521/jsyt.2022.41.2.1.
Abstract (sommario):
Systemic therapy is predicated on a collaborative relationship between therapist and client. This joint pursuit of client goals occurs in the therapy room but may dissolve once the therapist begins filling out any necessary paperwork (e.g., progress notes, biopsychosocial evaluations, or assessments). Collaborative documentation is one means of bringing forth the client's voice during the session and for documentation. Most therapists write progress notes on their own once the session has ended; however, this leads to a privileging of the therapist's voice in the document rather than the client's voice. This article explores collaborative documentation and provides the voices of doctoral student-therapists as they experienced their initial forays into this process. We provide an explanation of how we believe collaborative documentation helped privilege the client's voice, decreased the power imbalance between therapist and client, and provided ideas as to the implementation and use of joint progress note development.
13
Inzunza, Ernesto Ruelas. "Reconsidering the Use of the Passive Voice in Scientific Writing". American Biology Teacher 82, n. 8 (ottobre 2020): 563–65. http://dx.doi.org/10.1525/abt.2020.82.8.563.
Abstract (sommario):
I briefly review the use of the passive and active voices in scientific writing and formulate an argument in favor of the active voice’s use. I provide fictitious examples of each narrative type and make a side-by-side comparison. Each style has advantages and disadvantages. Papers written in the active voice are concise and clear, although they are also considered colloquial and unsophisticated. Those written in the passive voice, in turn, are centered on the actions – rather than on the individuals – and are perceived as more objective but can also be ambiguous and pompous. I conclude this essay by noting that the active voice – with its greater economy, simplicity, and precision – is now pervasive in scientific writing, and I urge educators to greatly reduce teaching and enforcing the use of the passive voice.
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Zabihi, Reza, e Maryam Bayan. "Are Two Voices Better Than One? Comparing Aspects of Text Quality and Authorial Voice in Paired and Independent L2 Writing". Written Communication 37, n. 4 (13 luglio 2020): 512–35. http://dx.doi.org/10.1177/0741088320939542.
Abstract (sommario):
Research has shown that collaboratively produced texts are better in quality compared with individually written texts. However, no study has considered the role of collaboration in authorial voice, which is an essential element in current writing curricula. This study analyzes the effects of collaborative task performance in the quality of L2 learners’ argumentative texts and in their authorial voice strength. A total of 306 upper-intermediate L2 learners were selected and divided into independent ( N = 130) and paired ( N = 176) groups. Each learner/pair was asked to write one argumentative text. The quality of writings was determined by a quantitative analysis that included three measures of complexity, accuracy, and fluency (CAF). Participants’ authorial voice strength was assessed by two raters using an analytic voice rubric. Comparison of means revealed that pairs outperformed independent writers in all CAF measures. However, the results for the role of collaboration in authorial voice were mixed: While pairs were more successful than independent writers in manifesting their ideational voice, independent writers outperformed pairs with regard to affective and presence voice dimensions and holistic voice scores. The article concludes that, despite its positive implications for L2 writing, collaborative writing may pose challenges for learners’ authorial stance taking.
15
Simmons, Jay. "What Writers Know with Time". Language Arts 73, n. 8 (1 dicembre 1996): 602–5. http://dx.doi.org/10.58680/la199624402.
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Correa, Doris. "Exploring Academic Writing and Voice in ESL Writing." Íkala, Revista de Lenguaje y Cultura 14, n. 1 (30 ottobre 2009): 103–32. http://dx.doi.org/10.17533/udea.ikala.2667.
Abstract (sommario):
This literature review explores two basic questions: First, why have English as a Second Language (ESL)/English as a Foreign Language (EFL) academic writing courses not been able to significantly help ESL/EFL students meet the academic writing demands of their university courses? Second, how can ESL/EFL writing instructors better help these students succeed in their undergraduate courses? To respond to these questions, the author reviews how notions of academic writing, text, and voice have changed over time, and how these changes have influenced (ESL) and (EFL) writing approaches and methodologies. The author also presents some of the critiques that scholars have posed regarding each of these notions, approaches and methodologies, and draws some conclusions based on these critiques.
Received: 13-11-07 / Accepted: 08-12-08
How to reference this article:
Correa, D. (2009). Exploring Academic Writing and Voice in ESL Writing.Íkala. 14(1), pp.103-132.
17
Zhao, Jun, e Yingliang Liu. "A Developmental View of Authorial Voice Construction in Master’s Thesis: A Case Study of Two Novice L2 Writers". SAGE Open 11, n. 4 (ottobre 2021): 215824402110544. http://dx.doi.org/10.1177/21582440211054483.
Abstract (sommario):
Effective authorial voice in academic writing helps researchers establish the value of their scholarly contributions. However, constructing an authorial voice is challenging for many novice L2 writers. Through tracking multiple drafts of master’s theses written by two Chinese EFL (English as a foreign language) graduate students, this case study investigated changes in their authorial voices and the roles of advisor feedback in this process. We drew on three types of data: analysis of multiple thesis drafts for linguistic and content features of voice; advisor feedback on multiple drafts; and a questionnaire for the student writers’ understanding of authorial voice. The results indicate that the linguistic features of voice in their theses have remained largely unchanged, portraying them as unconfident student writers, but the content features have shown significant improvement, conveying authorial voices of novice researchers in the later drafts. Most of the student revisions followed their advisors’ feedback. The student participants’ questionnaire responses indicate their relative lack of awareness of the importance of language in voice construction. The results suggest that the authorial voice construction of the novice student writers is dynamic, developmental, and interactive with their advisors’ feedback over the thesis writing process. Pedagogically, other than feedback on content features of voice, classroom practitioners could also consider providing explicit instruction of and feedback on linguistic features to help students construct authoritative authorial voice in the academic context.
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Moore, Daniel P. "Exploring Voice in Business Writing". WAC Journal 5, n. 1 (1994): 39–44. http://dx.doi.org/10.37514/wac-j.1994.5.1.05.
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Figal, Günter. "Language Between Voice and Writing". Epoché 9, n. 2 (2005): 335–44. http://dx.doi.org/10.5840/epoche20059220.
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Honeycutt, Lee. "Literacy and the Writing Voice". Journal of Business and Technical Communication 18, n. 3 (luglio 2004): 294–327. http://dx.doi.org/10.1177/1050651904264105.
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Mahrer, Ken. "Still writing in passive voice?" Leading Edge 24, n. 11 (novembre 2005): 1137. http://dx.doi.org/10.1190/1.2135115.
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Chenoweth, N. Ann, e John R. Hayes. "The Inner Voice in Writing". Written Communication 20, n. 1 (gennaio 2003): 99–118. http://dx.doi.org/10.1177/0741088303253572.
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Nyatanga, Brian. "Allowing the voice in writing". International Journal of Palliative Nursing 13, n. 7 (luglio 2007): 308. http://dx.doi.org/10.12968/ijpn.2007.13.7.24341.
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Cheung, Yin Ling, e Louwena Lau. "Authorial voice in academic writing". Ibérica, n. 39 (2 gennaio 2020): 215–42. http://dx.doi.org/10.17398/2340-2784.39.215.
Abstract (sommario):
Academic writers represent themselves in their texts in different ways, notably through use of first person pronouns to construct an authorial voice and enhance arguments. This study examines how expert writers in the disciplines of Literature and Computer Science use first person pronouns. The hypothesis is that in the absence of objective fact, Literature writers resort to frequent use of first person pronouns backed by stronger authorial roles to build credibility and convince readers, while Computer Science writers avoid first person pronouns in line with conventional wisdom in the hard sciences. The findings suggest that the general dichotomy between hard and soft sciences regarding first person pronouns usage may not apply in all cases. Our study discusses the similarities and differences in the disciplinary conventions in Literature and Computer Science, thus making contributions towards pedagogy and scholarship of the role of first person pronouns in voice construction in academic texts
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Spalding, Elizabeth, Jian Wang, Emily Lin e Guangwei Hu. "Analyzing Voice in the Writing of Chinese Teachers of English". Research in the Teaching of English 44, n. 1 (1 agosto 2009): 23–51. http://dx.doi.org/10.58680/rte20097244.
Abstract (sommario):
This study explored how voice developed in the English writing of 57 Chinese teachers of English who participated in a three-week writing workshop during a summer institute in a large, urban school district in southeastern China. Teachers from grades 3 through 12 wrote daily in English in a workshop environment. Primary data sources were pre- and post-workshop writing samples. Supporting data included various teacher writings completed in the course of the workshop, daily written reflections, a final essay exam, anonymous course evaluations, and biographical and professional surveys. The pre- and post-workshop writing samples were assessed using the 6 + 1 Trait® analytical model of scoring writing (Northwest Regional Educational Laboratory, 2006). Scoring showed that the teachers’ writing improved significantly in the course of the institute, but the greatest gain was made in the trait of “voice””the distinctive, individual way in which a writer speaks to a reader. This finding will be considered in light of the current direction of educational reform in China and of current debates over the value of teaching voice in diverse writing contexts. The study had implications for the teaching of writing to English language learners and for the professional development of teachers of writing, including those who teach English as a Foreign Language.
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Arteel, Inge. "Experimental Acoustic Life Writing: Gerhard Rühm's Radio Plays". CounterText 5, n. 3 (dicembre 2019): 332–51. http://dx.doi.org/10.3366/count.2019.0169.
Abstract (sommario):
In this article I focus on a selection of radio plays by the Austrian author Gerhard Rühm and analyse them from the perspective of life writing, starting with Irene Kacandes' findings on the increased referential effect of experimental life writing (2012). I want to extend the notion of experimental life writing to the medium of the experimental radio play and investigate whether and how the experiments with spoken language, voice, and musicalisation of language contribute to an effect of realness and create an aural world infused with lived experientiality. I'm particularly interested in the relationship between individualised, figurative voices and sounds, as they are to be expected in (auto)biographical art, and the defiguration and deindividualisation in the experimental, synthetic manipulation of human language and voice. Situating the corpus in the history of the German Neues Hörspiel, my analysis hopes to prove that the reality effect of the experimental (auto)biographical radio play does not, or at least not only, refer to an individual biographical self. Instead, the complex constellation of text and paratext, of scripted and spoken language, and of voice and music opens up the referential level for a broader, more general human experientiality. Most importantly, the technical possibilities of the radiophonic medium allow an intricate play with the semantics of referential language, with masking and unmasking voices, and with the exploration of the pathos of speaking together.
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Matsukawa, Kosuke. "Choice of voice in Maya hieroglyphic writing". Written Language and Literacy 12, n. 2 (15 dicembre 2009): 237–57. http://dx.doi.org/10.1075/wll.12.2.07mat.
Abstract (sommario):
Maya hieroglyph writing was the prestigious writing system of the Maya civilization and was carved on stone or wooden monuments mainly during the Classic Period (ca. AD 250–900). Three types of voice (active voice, passive voice, and mediopassive voice) have been identified in Maya hieroglyphs. These three types of voice are not used randomly, and usually one of the three voice types is preferred for each verb. The choice of voice in Maya hieroglyphs seems to be constrained by the contextual nature of texts as historical records and the nature of the respective agent and patient. In this paper, I analyze what kinds of factors constrain the choice of voice in Maya hieroglyphic writing.
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Adriyani, Ria. "AN ERROR ANALYSIS ON ACTIVE AND PASSIVE VOICE ON STUDENTS’ WRITING". Lexeme : Journal of Linguistics and Applied Linguistics 1, n. 1 (27 marzo 2019): 41. http://dx.doi.org/10.32493/ljlal.v1i1.2482.
Abstract (sommario):
AbstractThis study is aimed to find out and describe the students' error on active and passive voices on students’ writing skill especially in local errors, inter-lingual errors and intra-lingual errors. Everybody who considers English has precisely made a few blunders, particularly the students in Junior secondary school or in Senior High School.. Active contrasts with passive mainly. For most active clauses, there is a corresponding passive clause, which has almost exactly the same meaning, but a different emphasis. The research was done at public senior high school in CISEENG, BOGOR, and it was done on March 2018. The researcher did the research in the science class on 12th grade. The method, which was used in this research, is the qualitative method. In this case the researcher asked the English teacher on that school to get the students’ writing result. The data used in this research is the error on active and passive voices on students’ writing at public senior high school. To get the data, the students wrote their own text. The result shows that active voice errors are more than passive voice errors. It means that the students still have difficulties to make the correct English structure in active voice.Keywords: Error Analysis, Aactive-Passive Voice, Students’ Writing.
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Kies, Sandra, e Olga Lambert. "Acquiring a scholar’s voice". Literatura y Lingüística, n. 46 (13 febbraio 2023): 251–79. http://dx.doi.org/10.29344/0717621x.46.3145.
Abstract (sommario):
Abstract
We report preliminary results of a mixed-methods longitudinal study of academic writing by graduate students writing in English in Vietnam. The research involves Vietnamese EFL teachers (n=62) taking a 2-year MA Linguistics (TESOL) program delivered in hybrid mode. The program, jointly taught by an American private university and a large public university in Vietnam, uses an innovative scaffolded thesis model developed by the researchers. In program entry surveys, vocabulary was mentioned most often as a significant challenge for academic writing. We compared the vocabulary that our students used in early and late drafts of their theses against two reference corpora: The graduate level linguistics subcorpus of the BAWE corpus of student academic writing and COCAA 2010-12. Data from the first drafts of the introduction, discussion and conclusion sections shows the Vietnamese students compare favorably with both native and non-native students in the BAWE subcorpus in terms of lexical density measured as type to token ratio, but their use of both discipline-specific and “core academic” words is more limited in scope. Between drafts, the overall length of writing expanded by approximately 17% and students collectively added 302 word types including 25 core academic and 11 discipline specific. It is clear from our research that vocabulary cannot be disentangled completely from other aspects of academic writing such as lexical bundles, syntax, and cohesion. Our research will enhance writing pedagogy in EAP with suggestions for developing targeted and contextualized instruction in using academic vocabulary, and it will be of particular interest to instructors of advanced students writing in an EFL environment.
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Hamblin, Lynda. "Voices in the Junior High School Classroom: Lost and Found". English Journal 90, n. 1 (1 settembre 2000): 80–87. http://dx.doi.org/10.58680/ej2000663.
Abstract (sommario):
Discusses aspects of the classroom environment that nurture young writers. Describes strategies and assignments (including cross-curricular poetry, a letter writing activity, multi genre papers, a tribute assignment, and a “read and retail” assignment) which helps students understand and develop voice. Notes that while students’ writing improved, their scores on Idaho’s Direct Writing Assessment did not, since it actually negates students’ voices.
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Harti, Laily Maulida Septiana Harti, Ayunita Leliana e Silvy Chintia Adelia Adelia. "Novel Writer’s Voice in Critical Annotated Bibliography". JET ADI BUANA 7, n. 01 (30 aprile 2022): 57–68. http://dx.doi.org/10.36456/jet.v7.n01.2022.5426.
Abstract (sommario):
Undergraduate students are required to think critically and put it into their writings and research. However, it is challenging for the students to do so, since they might encounter plagiarism issues, as they try to make use of their own voice. This study, carrying out a research and development design with a research subject of 77 students who programmed the Reading for Research course, aimed to produce educational products in the form of learning materials that can help them during their critical annotated bibliography composition. Data were collected in three stages using interview guidelines and inquiry journals in the preliminary research stage, observation sheet of validation form in the model development stage, and observation sheet in the form of field notes in the model trial stage. In the preliminary field testing of the use of the tutorials in the learning materials for Reading for Research class, it is found that writing Critical Annotated Bibliography while still including their voices as writers became easier for students. This is because the instructions used in the teaching materials that the writing team compiled are very explicit, so students can easily follow and execute the instructions in writing.
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Jeffery, Jill V. "Subjectivity, Intentionality, and Manufactured Moves: Teachers’ Perceptions of Voice in the Evaluation of Secondary Students’ Writing". Research in the Teaching of English 46, n. 1 (1 agosto 2011): 92–127. http://dx.doi.org/10.58680/rte201117151.
Abstract (sommario):
Composition theorists concerned with students’ academic writing ability have long questioned the application of voice as a standard for writing competence, and second language compositionists have suggested that English language learners may be disadvantaged by the practice of emphasizing voice in the evaluation of student writing. Despite these criticisms, however, voice continues to frequently appear as a goal in guidelines for teaching writing and on high-stakes writing assessment rubrics in the United States. Given the apparent lack of alignment between theory and practice regarding its use, more empirical research is needed to understand how teachers apply voice as a criterion in the evaluation of student writing. Researchers have used sociocultural and functionalist frameworks to analyze voice-related discursive patterns, yet we do not know how readers evaluate written texts for voice. To address this gap in research the present study asked: 1) What language features do secondary English teachers associate with voice in secondary students’ writing and how do they explain their associations? 2) How do such identified features vary across genres as well as among readers? Nineteen teachers were interviewed using a think-aloud protocol designed to illuminate their perceptions of voice in narrative and expository samples of secondary students’ writing. Results from an inductive analysis of interview transcripts suggest that participating teachers associated voice with appraisal features, such as amplified expressions of affect and judgment, that are characteristic of literary genres.
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Basir, Juliana, Saiful e Firman. "AN ANALYSIS OF STUDENTS’ PROBLEMS IN WRITING PASSIVE VOICE MADE BY THE SECOND GRADE OF SMAN 9 TAKALAR". Journal of Language Testing and Assessment 1, n. 2 (25 dicembre 2021): 218–27. http://dx.doi.org/10.56983/jlta.v1i2.246.
Abstract (sommario):
The purpose of this research is to find out and analysis the students’ problems in writing passive voice made by the second grade of SMAN 9 Takalar. The design of this research was descriptive quantitative research. The total number of the sample was 15 students. The researcher used the purposive sampling technique. The instrument used to get the data was a test and questionnaire with Google Form as data collection tool. Based on the result, the researcher found the percentage of students’ problems in writing passive voice. The researcher found that 13 students with a percentage of 86,67% had a problem writing passive voice in the simple present tense, and 12 students with a percentage of 80,00% had a problem writing passive voice in the simple past tense. The causes that become problems for students in writing passive voice are knowledge and understanding, less practice, and educational background. Finally, based on the findings, it can be concluded that students of the second grade of SMA Negeri 9 Takalar have problems in writing passive voice and three causes that make students problems in writing passive voice.
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Agustina, Widya, e Lilies Youlia Friatin. "STUDENTS’ VOICE: APPLYING BRAIN-WRITING IN WRITING RECOUNT TEXT". Jurnal Wahana Pendidikan 6, n. 2 (6 dicembre 2019): 9. http://dx.doi.org/10.25157/wa.v6i2.2967.
Abstract (sommario):
This study was aimed at finding out thestudents’ perceptions about the implementation of brain-writing in teaching writing recount text.In order to support the data analysis, the writers used the theory from Sadker and Ellen (2007, p. 6)about the steps in implementing brain writing technique in teaching recount text. Furthermore, in conducting this study the writers used qualitative research in which case study was employed to collect the data from participants in this research that was English teacher who taught recount text through brain-writing technique. Moreover, interview was the instrument used by the writers in collecting the data, then the data analyzed qualitatively. Based on the research findingsthe writersconcluded that the teacher did some steps in implementing brain-writing including. Overall, the steps in implementing brain-writing was relevant with the theory from Sadker, Ellen (2007, p. 6).The second conclusion was about student’s perception in implementing brain-writing technique in teaching writing recount text, the writers concluded that the students viewed the teaching-learning process of recount text through brain-writing technique was enjoy activities that not only improve students’ motivation and students’ achievement.Moreover, the writers suggests that the further researcher to investigate students’ difficulties on the use brain-writing technique in teaching writing
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Drechsel, Joanne. "Writing into Silence: Losing Voice with Writing Assessment Technology". Teaching English in the Two-Year College 26, n. 4 (1 maggio 1999): 380–87. http://dx.doi.org/10.58680/tetyc19991841.
Abstract (sommario):
Describes computer-software programs that “read” and score college-placement essays. Argues they may impress administrators, but they also (1) marginalize students by disregarding what they have to say; (2) disregard decades of research on the writing process; and (3) ignore faculty’s professional expertise. Argues assessment practices should be guided by theoretical soundness and sensitivity to issues affecting real people.
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Barnawi, Osman. "Finding a Place for Critical Thinking and Self-voice in College English as a Foreign Language Writing Classrooms". English Language Teaching 4, n. 2 (1 giugno 2011): 190. http://dx.doi.org/10.5539/elt.v4n2p190.
Abstract (sommario):
Although the concepts of critical thinking and self-voice have been extensively discussed in a second language writing, little attention has been given, on the pedagogical level, to critical thinking and self-voice in college EFL writing instruction. To fill such a void, this paper attempts to propose some pedagogical tasks namely: persuasive writing tasks, draft workshops one-on-one mentoring approaches for finding a place for critical thinking and self-voice in EFL classrooms. In doing so, this paper provides the operational definitions of critical thinking and self-voice concepts. It then discusses how these two concepts are closely related to complement EFL writing learning. In what follows, it presents the rationale for finding a place for critical thinking and self-voice in EFL writing. It then touches on some pedagogical practices for developing critical thinking and self-voice in classrooms. Lastly, it addresses some challenges related to implementing critical thinking and self-voice tasks in EFL classrooms.
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Subagio, Urip, J. A. Prayogo e Emalia Iragiliati. "Investigation of Passive Voice Occurrence in Scientific Writing". International Journal of Language Teaching and Education 3, n. 1 (30 luglio 2019): 61–66. http://dx.doi.org/10.22437/ijolte.v3i1.7434.
Abstract (sommario):
This study investigated passive voice use in theses of Graduate EFL students, Universitas Negeri Malang. The occurrences of passive voice in research method chapter in two time periods, 1985 - 2000 and 2002 – 2015 were compared. Passive voice occurrence in chapter of research method was also investigated then it was compared with the active. Passive voice occurrence in theses before 2002 investigated which was 1458, and 1171 in theses published after 2000 indicated the fact that today passive voice use in scientific writing indeed less frequent compared to the past. In addition, unlike the findings of some previous studies that claimed passive voice occurrence is still more dominant than the active in method section of scientific writing, this study found that, even in chapter of research method, active voice today occurs more frequently. It was 1883 occurrences of active voice and 1171 of passive voice were found.
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Van Horn-Christopher, Doris A. "Voice-Graded Business Communication Documents". Business Communication Quarterly 58, n. 3 (settembre 1995): 35–37. http://dx.doi.org/10.1177/108056999505800307.
Abstract (sommario):
Business communication instructors are often overwhelmed by the task of grading writing assignments. Instructors of writing are often frustrated by the complexities of the critiquing process. This article explores the benefits of using a uoice-graded writing approach which offers instructors an opportunity to engage in virtual office critiquing of student assignments.
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Cheung, Yin Ling, e Tze Hui Low. "Pre-university Students’ Voice Construction in Argumentative Essays". RELC Journal 50, n. 2 (4 agosto 2017): 269–84. http://dx.doi.org/10.1177/0033688217716508.
Abstract (sommario):
This article examines how writer’s voice is constructed in argumentative essays written at the pre-university level. The study focusses on the student writers’ control over evaluative resources that influence the realization of voice in the high-scoring and low-scoring scripts. Using the APPRAISAL system in Systemic Functional Linguistics, the study shows how voice is construed through APPRAISAL theory in the high-scoring and low-scoring general paper essays, respectively. The differences between the two categories of essays can be seen in the application of ENGAGEMENT, ATTITUDE, and GRADUATION resources. Findings indicated that the high scoring essays used richer ENGAGEMENT and ATTITUDE resources to accomplish more mature and sophisticated argumentative voices. These opportunities to make full use of the APPRAISAL resources were missed by the low-scoring students in their argumentative writing. The findings are pedagogically useful for writing teachers who find the notion of voice too abstract to teach but accept its significance in producing a good essay.
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Samuelson, Beth Lewis. "Discourse resources in discussions of student writing: Another look at the speaking–writing connection". International Journal of Literacy, Culture, and Language Education 3 (1 aprile 2014): 4–24. http://dx.doi.org/10.14434/ijlcle.v3i0.26905.
Abstract (sommario):
The social interactions surrounding the act of composing have often been theorized as microcosms of teaching, as sites where the effects of talk are intensified, and where dialogic discourse, or internal speech made explicit, promotes learning. Although the importance of the voice and agency are recognized, and their influence often implicitly acknowledged, research on the speaking–writing connection has yet to incorporate a translingual approach that gives attention to agency and voice. This study attempts to address voice and agency in a two‐part discussion between a bilingual teacher and her Taiwanese undergraduate during a writing lab in an English for Academic Purposes (EAP) class. Discursive strategies for asserting agency and giving it voice are employed to create a shared dialogic context for reviewing, evaluating, and revising a written draft. A translingual approach to understanding the problem of dialogic context for supporting literacy practices creates both obstacles and supports for realizing the potential of dialogic interaction.
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Yoon, Hyung-Jo. "Textual voice elements and voice strength in EFL argumentative writing". Assessing Writing 32 (aprile 2017): 72–84. http://dx.doi.org/10.1016/j.asw.2017.02.002.
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Christensen, Linda. "Finding Voice: Learning about Language and Power". Voices from the Middle 18, n. 3 (1 marzo 2011): 9–17. http://dx.doi.org/10.58680/vm201113560.
Abstract (sommario):
Christensen discusses why teachers need to teach students "voice" in its social and political context, to show the intersection of voice and power, to encourage students to ask, "Whose voices get heard? Whose are marginalized?" As Christensen writes, "Once students begin to understand that Standard English is one language among many, we can help them access their multiple voices—the one they use on the basketball court, the one they use in speech and debate, the one they use at the kitchen table, and the ones they use in their writing."
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Jannah, Alda Raudatul, Sudirman Wilian, Ahmad Zamzam, Arafiq Arafiq e Hajriana Arfah. "Problems in Writing Passive Voice: A Case Study in the EFL Classes". Jurnal Ilmiah Profesi Pendidikan 8, n. 4 (30 novembre 2023): 2644–51. http://dx.doi.org/10.29303/jipp.v8i4.1775.
Abstract (sommario):
This study addresses EFL students' challenges at a state university in Mataram, Indonesia, in constructing passive voices in the present and past tense. This study was focused on verb tense changes, subject-verb agreement, pronoun usage, and appropriate use of "by" in passive voice constructions. It also aims to explore the causes of these issues and offers insights into potential solutions. With a descriptive qualitative approach, the data were collected using a set of written grammatical tests of passive voices and open interviews. The adopted validated test was completed by thirty students as the participants of this study. The data were analyzed descriptively using an in-depth reading analysis method on the test results and participant responses. The results reveal a need for fundamental grammatical knowledge, limited exposure to passive voice, inadequate practice opportunities, and unclear explanations as contributing factors to the challenges. Language transfer from native languages and a lack of feedback compound the problem. To address these issues, the study recommends basic tense understanding, increased practice, targeted feedback, and exposure to authentic materials to enhance students' proficiency in constructing accurate passive voice sentences.
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Danielewicz, Jane. "Personal Genres, Public Voices". College Composition & Communication 59, n. 3 (1 febbraio 2008): 420–50. http://dx.doi.org/10.58680/ccc20086406.
Abstract (sommario):
Writing in personal genres, like autobiography, leads writers to public voices. Public voice is a discursive quality of a text that conveys the writer’s authority and position relative to others. To show how voice and authority depend on genre, I analyze the autobiographies of two writers who take opposing positions on the same topic. By producing texts in genres with recognizable social functions, student writers gain agency.
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Rhodes, Michelle, Pamela Tambornino, Eric Bateman, Amanda Hayes e Jane Arnold. "What Works for Me". Teaching English in the Two-Year College 39, n. 1 (1 settembre 2011): 78–83. http://dx.doi.org/10.58680/tetyc201117297.
Abstract (sommario):
Legos Build the Way to Successful Process Analysis Writing, Michelle Rhodes (New Voice) Native American Elder Stories Make Descriptive Essays Easier, Pamela Tambornino (New Voice) Teaching Writing Style and Revision, Eric Bateman Dialect and Language Analysis Assignment, Amanda Hayes (New Voice) A Scaffolded Essay Assignment on Poetry, Jane Arnold (New Voice)
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Dolar, Mladen. "Deconstructing voice". Musicological Annual 41, n. 2 (1 dicembre 2005): 7–18. http://dx.doi.org/10.4312/mz.41.2.7-18.
Abstract (sommario):
The paper takes its starting point in Derrida's famous essay 'Plato's Pharmacy', one of the birthplaces of deconstruction. After briefly delineating Derrida's argument about phonocentrism and the pharmakon as both the poison and the cure, it tries to argue for a different view about the relationship of voice and writing. If one takes a closer look at Plato's conception of music, one can see that Plato sees the danger not only in the supplementarity of writing, but also in the voice itself. The voice, if it strays away from the firm footing in the word, in logos, has the perilous property of presenting the pure frivolous enjoyment, it threatens to mollify the spirit by its sensuality and effemination and thus to undermine the very bases of social and moral structures. Thus it appears that the analysis of pharmakon can apply equally, or even more appropriately, to the voice as to writing. A long tradition followed in Plato's footsteps and the paper briefly examines St. Augustine, the problems that the voice presented for church music and finally the French revolution, which tried to legislate in musical matters unwittingly following Plato's recipes. So throughout the metaphysical tradition the voice was not merely seen as the safeguard of phonocentrism and the 'metaphysics of presence', but presented also the perilous underside of dislocating the presence, not merely supporting the logos, but also dismantling it. The history of music massively testifies to the inherent ambiguity of the voice itself. So the problem is not just deconstructing the voice as the pledge of phonocentrism, but also of the voice being itself deconstructive of the presence. Hence the ambiguity of the title.
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Moore, Daniel P. "Exploring Voice in Business Writing (1994)". WAC Journal 8, n. 1 (1997): 73–79. http://dx.doi.org/10.37514/wac-j.1997.8.1.09.
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Swartz, Sally. "The Third Voice: Writing Case-notes". Feminism & Psychology 16, n. 4 (novembre 2006): 427–44. http://dx.doi.org/10.1177/0959353506068750.
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Sharpe, Susan G. "The Ad Voice in Student Writing". College Composition and Communication 36, n. 4 (dicembre 1985): 488. http://dx.doi.org/10.2307/357869.
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MacCabe, Colin. "Dissolving the voice: Tom Raworth's Writing". Critical Quarterly 59, n. 2 (luglio 2017): 83–86. http://dx.doi.org/10.1111/criq.12348.