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TR 33. Social Context and Socially Constructed Texts: The Initiation of a Graduate Student into a Writing Research Community
By: John Ackerman, Carol Berkenkotter, Thomas N. Huckin
Publication: National Center for the Study of Writing and Literacy Technical Report
Date: July 1989
Summary: The authors examine a case-study doctoral student's writing development as he learns how to produce the type of academic prose valued by the professional community.
Excerpt
From my experience writing and teaching writing I know that a writer's voice can spirit a composition and, if the voice is misplaced or confused, can drive a teacher or writer batty. (16) If I say to my class "No, No the voice is all wrong here," or "Yes, I can hear you now," I might induce the kind of authority I seek, but I am probably sending one of those strange undecipherable teacher-messages that students rightfully ignore or misinterpret. (17) I am liable to get talk-writing or emotions unbound. (18) Like the accomplished experts and theorists, I tacitly know that voice is important, but I am not necessarily equipped to translate this importance for my students.
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