[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-593881-105":59,"doc-detail-593881-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","voicing-the-academy","Voicing the Academy","","The development of an appropriate authorial voice is identified as fundamental to successful academic writing in a target language. Voice research in second language (L2) writing is framed as addressing voice salience in L2 academic texts, links between voice and writing quality, writers’ development, and pedagogical implications. The article evaluates Ivanic and Camp’s typology as a method for measuring voice, applying it to two long argument essays by postgraduate international students.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/voicing-the-academy/593881/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/voicing-the-academy/593881.png","ImageObject",300,407,{"name":92,"@type":93},"4398046744996","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why is authorial voice considered fundamental in academic writing?","Question",{"text":112,"@type":113},"The document states that developing an appropriate authorial voice is fundamental to successful academic writing in the target language and is central to voice research in L2 writing.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What method does the article investigate for measuring voice?",{"text":117,"@type":113},"It investigates Ivanic and Camp’s (2001) typology, which indexes voice through ideational, interpersonal, and textual maneuvers.",{"name":119,"@type":110,"acceptedAnswer":120},"What did applying the typology to essays show?",{"text":121,"@type":113},"Applied to two long argument essays by postgraduate international students, the typology highlighted both normative and non-normative voice types in the students’ texts.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593881,1792160552,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":66,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":36,"preview_page_count":4},4398046744996,"OPEN ACCESS  \nAustralian Journal of Applied Linguistics  \nISSN 2209-0959  \n[https://journals.castledown-publishers.com/ajal/](https://journals.castledown-publishers.com/ajal/)  \nAustralian Journal ofApplied Linguistics, 1 (3), 102-117 (2018) [https://dx.doi.org/10.29140/ajal.v1n3.79](https://dx.doi.org/10.29140/ajal.v1n3.79)  \nVoicing the Academy  \nDAVINA ALLISON a  \na Queensland University of Technology, Australia Email: [davina.allison@qut.edu.au](davina.allison@qut.edu.au)  \nAbstract  \nThe development of an appropriate authorial voice is considered to be fundamental to successful academic writing in the target language. Voice research in second language (L2) writing, therefore, seeks to delineate voice salience in L2 academic texts, the relationship between voice and high quality academic writing, the second language 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 maneuvers, 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 which correlate to normative and non-normative voice types. The article also provides some recommendations for future research.  \nKeywords: voice, voice research, L2 writing, Ivanic and Camps, academic writing  \nIntroduction  \nMatsuda’s (2015) etymology of voice in the 2015 Annual Review of Applied Linguistics attests to its ongoing persuasiveness in second language writing, research, and teaching. From early process models, which located voice as an expression of the writer ’s individuality, through to recent social constructivist accounts, voice in second language writing research is marked by diverse and often conflicting definitions and approaches (Elbow, 2007; DiPardo, Storms, & Selland, 2011) .  \nEarly process writing defined voice as an expression of the writer ’s individuality demarcating voice as “energy, humour, individuality, music, rhythm, pace, flow, surprise, believability”(Murray, 1969,  \np. 144) or “the words somehow issue from the writers centre” (Elbow, 1968, p. 298) . Voice was considered to be salient to text quality as well as to the personal liberation of the writer (see e.g., Stewart, 1972; Murray, 1978; Elbow, 1981, 1993; Cherry, 1998) .  \nMore recent accounts of voice attend to the social resources which a writer uses to negotiate academic writing practices. A social constructionist view, for example, locates voice as primarily social and asan outcome of the hegemony of the reader, aligning voice with the normative and often coercive conventions of the target disciplinary community (Ivanic, 1998) . A social constructivist account, in contrast, conflates the binary of the personal and the social by positioning a writer ’s voice as agentive, dialogic, and mediated via the text (Bakhtin, 1981, 1986). A social constructivist epistemology of voice takes up Bakhtin’s (1981, 1986) social semiotic contending that language is not passively received but is, instead, populated by the author’s own goals and intentions. In this way, a social constructivist voice is generative rather than reproductive as the voice resources that are culturally and contextually available are purposefully and creatively co-opted by the author (Prior, 2001) . A social constructivist voice is, therefore, defined","cbCaie5HVS2cnjlV","https://ap.wps.com/l/cbCaie5HVS2cnjlV","pdf",483904,16,"English","# Abstract\n# Introduction\n## Etymology and competing definitions of voice\n## Early process writing perspectives\n## Social constructionist and social constructivist accounts\n# An Overview of Voice Research\n## Critiques of authorial voice and alternative measures\n## Evidence for voice links to writing quality","[{\"question\":\"Why is authorial voice considered fundamental in academic writing?\",\"answer\":\"The document states that developing an appropriate authorial voice is fundamental to successful academic writing in the target language and is central to voice research in L2 writing.\"},{\"question\":\"What method does the article investigate for measuring voice?\",\"answer\":\"It investigates Ivanic and Camp’s (2001) typology, which indexes voice through ideational, interpersonal, and textual maneuvers.\"},{\"question\":\"What did applying the typology to essays show?\",\"answer\":\"Applied to two long argument essays by postgraduate international students, the typology highlighted both normative and non-normative voice types in the students’ texts.\"}]","Voicing the Academy | PDF",1792078100]