Journal ArticleDOI
I Am How I Sound: Voice as Self-Representation in L2 Writing.
Roz Ivanič,David Camps +1 more
TLDR
The authors argue that the lexical, syntactic, organizational, and even the material aspects of writing construct identity just as much as do the phonetic and prosodic aspects of speech, and thus writing always conveys a representation of the self of the writer.About:
This article is published in Journal of Second Language Writing.The article was published on 2001-02-01. It has received 300 citations till now. The article focuses on the topics: Active voice & Professional writing.read more
Citations
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Journal ArticleDOI
Speech Genres and Other Late Essays
Journal ArticleDOI
Voice in academic writing: The rhetorical construction of author identity in blind manuscript review
TL;DR: This article examined the construction of an author's discursive identity by peer reviewers in a simulated blind manuscript review process for an academic journal in the field of rhetoric and composition, and found that reviewers' constructions of the author's voice are related to their stance toward the author.
ComponentDOI
From Intended Curriculum to Written Curriculum: Examining the "Voice" of a Mathematics Textbook
TL;DR: This article used a discourse analytic framework to examine the "voice" of a middle school mathematics unit and found that the authors of the unit achieved the ideological goal (i.e., the intended curriculum) put forth by the NCTM's Standards (1991) to shift the locus of authority away from the teacher and the textbook and toward student mathematical reasoning and justification.
Journal ArticleDOI
Native and non-native writers’ use of first person pronouns in the different sections of biology research articles in English
TL;DR: The need to raise N NES writers’ awareness of NES's use of first person in articles written in English, and to make them notice differences of use in the sections is stressed, to empower NNES writers by providing information that will allow them to make informed decisions.
Journal ArticleDOI
Critical Argument and Writer Identity: Social Constructivism as a Theoretical Framework for EFL Academic Writing
TL;DR: In this paper, a comprehensive model of an original English as a Foreign Language (EFL) writing analytical framework is presented, which explains the interrelationship between the elements of cultural practices in academic discourse, writer identity, and critical thinking, and argues how this is influenced by the sociocultural values of academic discourse.
References
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Speech genres and other late essays
TL;DR: Holquist as mentioned in this paper discusses the history of realism and the role of the Bildungsroman in the development of the novel in Linguistics, philosophy, and the human sciences.
A pedagogy of Multiliteracies Designing Social Futures
Bill Cope,Mary Kalantzis +1 more
TL;DR: The authors argue that the multiplicity of communications channels and increasing cultural and linguistic diversity in the world today call for a much broader view of literacy than portrayed by traditional language-based approaches.
Journal ArticleDOI
The social motivation of a sound change
TL;DR: The authors discuss dialect mixture, obsolescence and replacement, and show a very keen concern with the social mechanism of linguistic change, and include pejorativeracial terms in their discussion of dialect mixture.
Book
Writing/Disciplinarity: A Sociohistoric Account of Literate Activity in the Academy
TL;DR: This book discusses Literate Activity, Scenes of Writing, and Mediated Authorship, and Voices in the Networks: Distributed Agency in Streams of Activity, a Sociohistoric Approach to Writing/Disciplinarity.
Journal ArticleDOI
The ‘I’ in identity: Exploring writer identity in student academic writing through the first person pronoun ☆
Ramona Tang,Suganthi John +1 more
TL;DR: The authors explored the notion of writer identity in academic essays by focusing on first person pronouns, arguably the most visible manifestation of a writer's presence in a text, and set up a typology of six different identities behind the first person pronoun in academic writing.