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I am how I sound: Voice as self-representation in L2 writing.

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I am how I sound: Voice as self-representation in L2 writing. / Camps, D.; Ivanic, Rosalind.

In: Journal of Second Language Writing, Vol. 10, No. 1-2, 01.02.2001, p. 3-33.

Research output: Contribution to journalJournal articlepeer-review

Harvard

Camps, D & Ivanic, R 2001, 'I am how I sound: Voice as self-representation in L2 writing.', Journal of Second Language Writing, vol. 10, no. 1-2, pp. 3-33. https://doi.org/10.1016/S1060-3743(01)00034-0

APA

Vancouver

Author

Camps, D. ; Ivanic, Rosalind. / I am how I sound: Voice as self-representation in L2 writing. In: Journal of Second Language Writing. 2001 ; Vol. 10, No. 1-2. pp. 3-33.

Bibtex

@article{ab645ce5345849fb8faf6bbcac83d67c,
title = "I am how I sound: Voice as self-representation in L2 writing.",
abstract = "One of the characteristics of writing is that it does not carry the phonetic and prosodic qualities of speech. We will argue, however, 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. In this sense, “voice” is not an optional extra: All writing contains “voice” in the Bakhtinian sense of reaccentuating “voice types,” which locate their users culturally and historically. Writers may, through the linguistic and other resources they choose to draw upon in their writing, ventriloquate an environmentally aware voice, a progressive-educator voice, a sexist voice, a positivist voice, a self-assured voice, a deferential voice, a committed-to-plain-English voice, or a combination of an infinite number of such voices. We will illustrate this argument with examples from the writing of six graduate students studying in British universities. We will recommend that an L2 writing pedagogy that raises critical awareness about voice can help learners maintain control over the personal and cultural identity they are projecting in their writing.",
keywords = "Voice, Identity, Discourse, Writing",
author = "D. Camps and Rosalind Ivanic",
note = "RAE_import_type : Journal article RAE_uoa_type : Linguistics",
year = "2001",
month = feb,
day = "1",
doi = "10.1016/S1060-3743(01)00034-0",
language = "English",
volume = "10",
pages = "3--33",
journal = "Journal of Second Language Writing",
issn = "1060-3743",
publisher = "Elsevier Limited",
number = "1-2",

}

RIS

TY - JOUR

T1 - I am how I sound: Voice as self-representation in L2 writing.

AU - Camps, D.

AU - Ivanic, Rosalind

N1 - RAE_import_type : Journal article RAE_uoa_type : Linguistics

PY - 2001/2/1

Y1 - 2001/2/1

N2 - One of the characteristics of writing is that it does not carry the phonetic and prosodic qualities of speech. We will argue, however, 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. In this sense, “voice” is not an optional extra: All writing contains “voice” in the Bakhtinian sense of reaccentuating “voice types,” which locate their users culturally and historically. Writers may, through the linguistic and other resources they choose to draw upon in their writing, ventriloquate an environmentally aware voice, a progressive-educator voice, a sexist voice, a positivist voice, a self-assured voice, a deferential voice, a committed-to-plain-English voice, or a combination of an infinite number of such voices. We will illustrate this argument with examples from the writing of six graduate students studying in British universities. We will recommend that an L2 writing pedagogy that raises critical awareness about voice can help learners maintain control over the personal and cultural identity they are projecting in their writing.

AB - One of the characteristics of writing is that it does not carry the phonetic and prosodic qualities of speech. We will argue, however, 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. In this sense, “voice” is not an optional extra: All writing contains “voice” in the Bakhtinian sense of reaccentuating “voice types,” which locate their users culturally and historically. Writers may, through the linguistic and other resources they choose to draw upon in their writing, ventriloquate an environmentally aware voice, a progressive-educator voice, a sexist voice, a positivist voice, a self-assured voice, a deferential voice, a committed-to-plain-English voice, or a combination of an infinite number of such voices. We will illustrate this argument with examples from the writing of six graduate students studying in British universities. We will recommend that an L2 writing pedagogy that raises critical awareness about voice can help learners maintain control over the personal and cultural identity they are projecting in their writing.

KW - Voice

KW - Identity

KW - Discourse

KW - Writing

U2 - 10.1016/S1060-3743(01)00034-0

DO - 10.1016/S1060-3743(01)00034-0

M3 - Journal article

VL - 10

SP - 3

EP - 33

JO - Journal of Second Language Writing

JF - Journal of Second Language Writing

SN - 1060-3743

IS - 1-2

ER -