“Im Gonna Tell You All About It”: Authorial Voice and Conventional Skills in Writing Assessment and Educational Practice

Humphrey, Regan C.; Walton, Marsha D.; Davidson, Alice J.

doi:10.1080/00220671.2013.788990

Cited by 8 publications

(10 citation statements)

References 38 publications

(39 reference statements)

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“…The coders attempted to assess this quality independently of their judgment of the child's literacy skill, instead judging the more elusive quality of literary voice. Factor analytic research by Humphrey, Walton & Davidson (2013) found this assessment of Literary Expressiveness related to measures of meta-narrative comments, and use of emphasis markers in a culturally diverse, low income sample of 3rd-5th graders. Expressiveness in that study was relatively independent of assessments of clarity and measures of skill in writing mechanics, but it was strongly related to the use of literary devices that expressed cultural identity.…”

Section: Report Of Speech Actmentioning

confidence: 98%

Reported speech and the development of authorial voice in middle childhood

Walton

Walton-Wetzel

2013

Self Cite

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The presentation of speech-in-text is an inherently meta-linguistic practice. When children bring speech into their writing, they are necessarily attending to speech as such. Constructing reported speech requires them to use language reflexively and may be a critical component of the development of an authorial voice. We examined 3495 occasions of reported speech or talk about speech in 689 personal narratives by 4th, 5th, and 6th graders in two inner-city schools. We found grade-related increases in the use of reported speech, in the variety of forms of reported speech used, and in the strategic alignment of reported speech form with plot. We also found a relationship between the use of reported speech and explicitly meta-narrative comments. We argue that as children begin to perform Bahktin's 'layering of voices' in their stories, they are developing a metaawareness of stories-as-stories. This meta-awareness, we propose, co-evolves with children's use of reported speech forms, reveals itself in their strategic use of these forms, and gives us a glimpse of an emerging self-conscious narrator. As they become more conscious of themselves as authors in middle childhood, their stories begin to demonstrate qualities of literariness-the qualities of an authorial voice.

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Section: Report Of Speech Actmentioning

confidence: 98%

Reported speech and the development of authorial voice in middle childhood

Walton

Walton-Wetzel

2013

Self Cite

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“…For the purposes of this paper, ‘voice,’ ‘academic voice,’ or ‘writing voice’ will be the preferred terminology. Voice is a conscious decision of the author who takes into consideration how she/he wants to be heard by the reader, and getting voice ‘right’ requires considerable metacognitive skill (Humphrey, Davidson, & Walton, ). Humphrey et al.…”

Section: Definitions and Perspectives On Voicementioning

confidence: 99%

“…Humphrey et al. () define voice as ‘A personal style that communicates the author's stance towards events reported and the author's relationship to the audience’ (p. 111). Loréz‐Sanz () states voice ‘projects an image of the authors themselves and of their relation to their arguments, their community and their readers’ (p. 173).…”

Section: Definitions and Perspectives On Voicementioning

confidence: 99%

“…For the purposes of this paper, 'voice,' 'academic voice,' or 'writing voice' will be the preferred terminology. Voice is a conscious decision of the author who takes into consideration how she/he wants to be heard by the reader, and getting voice 'right' requires considerable metacognitive skill (Humphrey, Davidson, & Walton, 2014). Humphrey et al (2014) define voice as 'A personal style that communicates the author's stance towards events reported and the author's relationship to the audience' (p. 111).…”

Section: Definitions and Perspectives On Voicementioning

confidence: 99%

“…Voice is a conscious decision of the author who takes into consideration how she/he wants to be heard by the reader, and getting voice 'right' requires considerable metacognitive skill (Humphrey, Davidson, & Walton, 2014). Humphrey et al (2014) define voice as 'A personal style that communicates the author's stance towards events reported and the author's relationship to the audience' (p. 111). Loréz-Sanz (2011) states voice 'projects an image of the authors themselves and of their relation to their arguments, their community and their readers ' (p. 173).…”

Section: Definitions and Perspectives On Voicementioning

confidence: 99%

See 2 more Smart Citations

Academic voice: On feminism, presence, and objectivity in writing

Mitchell

2017

Nursing Inquiry

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Academic voice is an oft-discussed, yet variably defined concept, and confusion exists over its meaning, evaluation, and interpretation. This paper will explore perspectives on academic voice and counterarguments to the positivist origins of objectivity in academic writing. While many epistemological and methodological perspectives exist, the feminist literature on voice is explored here as the contrary position. From the feminist perspective, voice is a socially constructed concept that cannot be separated from the experiences, emotions, and identity of the writer and, thus, constitutes a reflection of an author's way of knowing. A case study of how author presence can enhance meaning in text is included. Subjective experience is imperative to a practice involving human interaction. Nursing practice, our intimate involvement in patient's lives, and the nature of our research are not value free. A view is presented that a visible presence of an author in academic writing is relevant to the nursing discipline. The continued valuing of an objective, colorless academic voice has consequences for student writers and the faculty who teach them. Thus, a strategically used multivoiced writing style is warranted.

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The Value of Digital Storytelling as an L2 Narrative Practice

Heyoung

Lee

2017

Asia-Pacific Edu Res

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“Im Gonna Tell You All About It”: Authorial Voice and Conventional Skills in Writing Assessment and Educational Practice

Cited by 8 publications

References 38 publications

Reported speech and the development of authorial voice in middle childhood

Reported speech and the development of authorial voice in middle childhood

Academic voice: On feminism, presence, and objectivity in writing

The Value of Digital Storytelling as an L2 Narrative Practice

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