Developing an authorial voice in PhD multilingual student writing: The reader’s perspective

Morton, Janne; Storch, Neomy

doi:10.1016/j.jslw.2018.02.004

Cited by 64 publications

(65 citation statements)

References 25 publications

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“…While researching voice in essay writing by means of rigorous measurement has achieved a breakthrough, research on voice in graduation theses has mostly adopted holistic measures. For instance, Morton and Storch (2019) investigated voice development in two sets of comparable texts written by three PhD students in the first year and toward the end of their candidature. They adopted the reader's perspective and invited five PhD supervisors to evaluate the writer's voice conveyed in the selected texts based on a rubric adapted from Tardy (2012).…”

Section: Research On Voice In Academic Writingmentioning

confidence: 99%

Metadiscourse and Voice Construction in Discussion Sections in BA Theses by Chinese University Students Majoring in English

Peng

Zheng

2021

Sage Open

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Voice is considered essential in academic writing, and metadiscourse is an important device contributing to voice. This study explores the use of metadiscourse and voice construction in Bachelor of Arts (BA) theses written at the onset and final stages by university undergraduates majoring in English in China. A corpus consisting of the discussion sections in the first and final versions of 35 BA theses was built, annotated, and analyzed. Two academics from this university were then invited to evaluate 10 pairs of the texts and specify textual elements that conveyed voice and to provide further comments in a follow-up interview. Results showed that the students used significantly more evidentials, hedges, and boosters in the final versions. The reviewers perceived minor growth in voice strength from the sample texts, and they commented that both content-related features and metadiscourse contributed to voice. This study highlights the importance of cultivating undergraduates’ awareness of voice construction and the use of metadiscourse in academic writing.

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Section: Research On Voice In Academic Writingmentioning

confidence: 99%

Metadiscourse and Voice Construction in Discussion Sections in BA Theses by Chinese University Students Majoring in English

Peng

Zheng

2021

Sage Open

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“…With the popularity of the dialogic view of voice, considering a dearth of studies on the instruction, more studies concerning the instruction of voice in classroom contexts are of necessity (Tardy, 2012;Canagarajah, 2014;Morton & Storch, 2019).…”

Section: The Instruction Of Voicementioning

confidence: 99%

Struggle Between the Real and the Fictive: The Development of Chinese EFL Learners’ Voice Construction in Short Story Writing

Huang¹

2019

ELT

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The issue of voice has received considerable critical attention in second language writing (SLW) in the past decades. This study intends to enrich the research of voice in the Chinese context, which may mirror some issues in EFL environments. The short story writing process of an English-major undergraduate was particularly analyzed in this study, based on Canagarajah’s (2014) analytical framework for voice analysis. After tracking the writing process for five weeks, it could be found that the student could deliver a rather satisfactory voice effect through her text, although she went through some struggle in the dialogic process. The narrative voice, the plot structure and the character were major features that the student focused on to convey her ideas. The study also provides some insights to EFL/ESL teachers about assisting students to express themselves in English writing.

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“…Hyland does interview readers (for example, in 2005b) but they talk generally about writing rather than pinpointing specific points of (dis)enagement in texts. Morton and Storch (2018) do examine readers' perceptions of "voice" in PhD theses; however, this necessarily narrow focus explained only a small part of my own disengagement in the undergraduate texts. Jacob et al (2018) undertook a high-tech study using eye-tracking, blink-rate, and pupil dilation to estimate readers' (dis)engagement in literary texts and newspaper articles, but they were concerned primarily with where readers were (dis)engaged, not why.…”

Section: Context and Research Questionmentioning

confidence: 99%

'Aargh! This Essay Makes Me Want to Poke Sticks in My Eyes!' Developing a Reader Engagement Framework to Help Emerging Writers Understand Why Readers Might (Not) Want to Read Texts

Haas

2018

JAW

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This paper outlines the development of the "Reader Engagement framework", a tool for helping emerging writers understand what might keep readers reading-or stop readers from reading-a text. The Reader Engagement framework has been under development for the past five years, primarily in the context of undergraduate English proficiency classes at a large university in Flanders. Using the principles of constructivist grounded theory (Charmaz 2014), a preliminary framework was sketched using as data the margin comments of one reader who noted points of engagement or disengagement while reading student texts. Additional rounds of data collection included the engagement perceptions of student-readers, as well as those of teacher-readers from various disciplines. Thus far 1087 readers have been consulted, and the categories in the framework seem to be largely saturated. Though further refinement is necessary, the framework has been found successful as a teaching tool, and as an assessment and feedback tool. It also seems to have potential for offering writers a new way of conceptualising writing.

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Developing an authorial voice in PhD multilingual student writing: The reader’s perspective

Cited by 64 publications

References 25 publications

Metadiscourse and Voice Construction in Discussion Sections in BA Theses by Chinese University Students Majoring in English

Metadiscourse and Voice Construction in Discussion Sections in BA Theses by Chinese University Students Majoring in English

Struggle Between the Real and the Fictive: The Development of Chinese EFL Learners’ Voice Construction in Short Story Writing

'Aargh! This Essay Makes Me Want to Poke Sticks in My Eyes!' Developing a Reader Engagement Framework to Help Emerging Writers Understand Why Readers Might (Not) Want to Read Texts

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