A study of recognizing and developing voice in writing
Date
1997
Authors
Roberts, Christine Louise
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Abstract
This study is an attempt to better understand and recognize voice in writing, the development or discovery of voice in writers, and the English teacher's role in that development or discovery.
A qualitative research methodology was conducted which provided for the interviewing of three groups of participants: published student writers, teachers of writing in the public school system, and adult writers who had received literary awards for their writing. Interview questions were designed to address the three driving research questions around voice.
Findings suggest that voice in writing is linked to the person of the writer, technique, and perhaps content. The majority of the participants argued that voice could not be taught, but that technique, which is a large part of voice, could be taught. Most felt that voice in writing was recognized through technique. For the student writers the role of the Writing teacher and the writing class was significant.