Follow by Email

Volume 1, Issue 3  December 2018, pp. 102-117          Download PDF

Regular Articles
Voicing the academy

Davina Allison

1 Queensland University of Technology, Australia



The development of an appropriate authorial voice is considered to be fundamental to successful academic writing in the target language. Voice research in second language writing, therefore, seeks to delineate voice salience in L2 academic texts, the relationship between voice and high quality academic writing, the second language (L2) 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 voice types, 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 that correlate to normative and non-normative voice types. The article also provides some recommendations for future research.


© Davina Allison

CC BY-NC 4.0
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

Suggested citation

Davina Allison. (2018). Voicing the academy. Australian Journal of Applied Linguistics, 1(3), 102-117.

Related Articles:

Negotiating intercultural spaces and teacher identity in an internationalised school in Shanghai
Adam Poole
Intercultural Communication Education Published: 23 August, 2019, Volume 2(2), pp. 59-70. Download PDF

Designing a course in intercultural education
Adrian Holliday
Intercultural Communication Education Published: 11 August, 2018, Volume 1(1), pp. 4-11. Download PDF

(Re)imagining a course in language and intercultural communication for the 21st century
Adriana Raquel Diaz, Paul J. Moore
Intercultural Communication Education Published: 29 December, 2018, Volume 1(3), pp. 83-99. Download PDF

Engagement with technology: Gaming, immersion and sub-optimal experiences
Alastair Henry, Cecilia Thorsen
Technology in Language Teaching & Learning Published: 21 December, 2019, Volume 1(2), pp. 52-67. Download PDF

Language, diversity and culturally responsive education
Ann E. Lopez
Migration and Language Education Published: 30 April, 2020, Volume 1(1), pp. 3-13. Download PDF

L2 motivation in ESP and EGP courses: An investigation of L2 motivational selves among learners of English in Saudi Arabia
Aser Nazzal K Altalib
Australian Journal of Applied Linguistics Published: 30 April, 2019, Volume 2(1), pp. 1-16. Download PDF

The Council of Europe Reference Framework of Competences for Democratic Culture: Ideological refractions, othering and obedient politics
Ashley Simpson, Fred Dervin
Intercultural Communication Education Published: 20 December, 2019, Volume 2(3), pp. 102-119. Download PDF

Theory of Mind development and narrative writing: A longitudinal study
Birgitta E. Svensson
Australian Journal of Applied Linguistics Published: 31 December, 2018, Volume 1(3), pp. 118-134. Download PDF

"I don't want to be stereotypical, but..." Norwegian EFL learners' awareness of and willingness to challenge visual stereotypes
Cecilie Waallann Brown
Intercultural Communication Education Published: 20 December, 2019, Volume 2(3), pp. 120-141. Download PDF

Teaching pragmatics: Nonnative-speaker teachers' knowledge, beliefs and reported practices
Christine Savvidou, Maria Economidou-Kogetsidis
Intercultural Communication Education Published: 30 April, 2019, Volume 2(1), pp. 39-58. Download PDF