Voice construction, assessment, and extra-textual identity

Research output: Contribution to journalArticle

10 Citations (Scopus)

Abstract

The concept of voice has long attracted the attention of teachers, but more recently has also been the focus of a growing body of research aiming to understand voice as self-representation in writing. Adopting a socio-cultural orientation to voice, studies have revealed much about how textual choices are used by readers to build images of text-authors; however, such research has been limited to contexts in which the author's actual identity is unknown by the reader. Research has offered limited insight into how an author's embodied self figures into readers' voice construction, or how voice construction is connected to readers' assessments of text-with or without knowledge of the author's identity apart from the text. This article takes up these issues by exploring how readers' exposure to videos of two second language (L2) student-authors influenced voice construction and evaluation of the students' papers. Through primarily qualitative and intertextual analysis, the study concludes that voice construction, extra-textual identity, and assessment are related and interacting constructs, though these relationships are neither straightforward nor predictable. Methodological, pedagogical, and theoretical implications of this conclusion are discussed.

Original languageEnglish (US)
Pages (from-to)64-99
Number of pages36
JournalResearch in the Teaching of English
Volume47
Issue number1
StatePublished - Aug 2012
Externally publishedYes

Fingerprint

video
student
teacher
language
evaluation
Reader
Intertextual
Evaluation
Language
Self-representation

ASJC Scopus subject areas

  • Language and Linguistics
  • Education
  • Linguistics and Language

Cite this

Voice construction, assessment, and extra-textual identity. / Tardy, Christine -.

In: Research in the Teaching of English, Vol. 47, No. 1, 08.2012, p. 64-99.

Research output: Contribution to journalArticle

@article{4b209e9660bc4dfb86c14a51a8e4fcd7,
title = "Voice construction, assessment, and extra-textual identity",
abstract = "The concept of voice has long attracted the attention of teachers, but more recently has also been the focus of a growing body of research aiming to understand voice as self-representation in writing. Adopting a socio-cultural orientation to voice, studies have revealed much about how textual choices are used by readers to build images of text-authors; however, such research has been limited to contexts in which the author's actual identity is unknown by the reader. Research has offered limited insight into how an author's embodied self figures into readers' voice construction, or how voice construction is connected to readers' assessments of text-with or without knowledge of the author's identity apart from the text. This article takes up these issues by exploring how readers' exposure to videos of two second language (L2) student-authors influenced voice construction and evaluation of the students' papers. Through primarily qualitative and intertextual analysis, the study concludes that voice construction, extra-textual identity, and assessment are related and interacting constructs, though these relationships are neither straightforward nor predictable. Methodological, pedagogical, and theoretical implications of this conclusion are discussed.",
author = "Tardy, {Christine -}",
year = "2012",
month = "8",
language = "English (US)",
volume = "47",
pages = "64--99",
journal = "Research in the Teaching of English",
issn = "0034-527X",
publisher = "National Council of Teachers of English",
number = "1",

}

TY - JOUR

T1 - Voice construction, assessment, and extra-textual identity

AU - Tardy, Christine -

PY - 2012/8

Y1 - 2012/8

N2 - The concept of voice has long attracted the attention of teachers, but more recently has also been the focus of a growing body of research aiming to understand voice as self-representation in writing. Adopting a socio-cultural orientation to voice, studies have revealed much about how textual choices are used by readers to build images of text-authors; however, such research has been limited to contexts in which the author's actual identity is unknown by the reader. Research has offered limited insight into how an author's embodied self figures into readers' voice construction, or how voice construction is connected to readers' assessments of text-with or without knowledge of the author's identity apart from the text. This article takes up these issues by exploring how readers' exposure to videos of two second language (L2) student-authors influenced voice construction and evaluation of the students' papers. Through primarily qualitative and intertextual analysis, the study concludes that voice construction, extra-textual identity, and assessment are related and interacting constructs, though these relationships are neither straightforward nor predictable. Methodological, pedagogical, and theoretical implications of this conclusion are discussed.

AB - The concept of voice has long attracted the attention of teachers, but more recently has also been the focus of a growing body of research aiming to understand voice as self-representation in writing. Adopting a socio-cultural orientation to voice, studies have revealed much about how textual choices are used by readers to build images of text-authors; however, such research has been limited to contexts in which the author's actual identity is unknown by the reader. Research has offered limited insight into how an author's embodied self figures into readers' voice construction, or how voice construction is connected to readers' assessments of text-with or without knowledge of the author's identity apart from the text. This article takes up these issues by exploring how readers' exposure to videos of two second language (L2) student-authors influenced voice construction and evaluation of the students' papers. Through primarily qualitative and intertextual analysis, the study concludes that voice construction, extra-textual identity, and assessment are related and interacting constructs, though these relationships are neither straightforward nor predictable. Methodological, pedagogical, and theoretical implications of this conclusion are discussed.

UR - http://www.scopus.com/inward/record.url?scp=84865698222&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84865698222&partnerID=8YFLogxK

M3 - Article

AN - SCOPUS:84865698222

VL - 47

SP - 64

EP - 99

JO - Research in the Teaching of English

JF - Research in the Teaching of English

SN - 0034-527X

IS - 1

ER -