Ivanic and Camps (2001) mentioned that “the term ‘voice types’ useful to refer to the culturally recognizable ‘way with words’ that align a speaker or writer with one social group rather than another” (p. 6). I found this statement very interesting because there were some words that I tended to use in my papers because I thought they were more polite and not too strong, which might seem awkward to some Americans. My professor pointed out that the way I used “could” in my paper can be my ESL way of writing where he would have used “can” in that sentence. If word selection counts as part of my voice, do I need to change it based on my audience? How do I find a balance between audience and voice? Also, I found that my writing has been changing after being in the United States for four years. Writing is not only influenced by the culture from the L1 country, but also the environment, interaction with others and publications we read.
The authors also mentioned about how individuals can practice their power to accept or refuse privileged voices. If the context turns into a communist country, will Ivanic and Camps’ statement on voice stay the same? How do individuals exercise their voices while the communist country only accepts one? How do teachers encourage their students to have their personal voices in that kind of framework?
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excellent comments and insight! I enjoyed reading your blog entry. Your questions are intriguing. Let's bring them up in the class today.
ReplyDeleteIt's interesting, Wan-ning. When international students write some words, expressions, or constructions to show politeness and modestness, they can be seen as "weak or uncertain" about the argument in question. If we are encouraged to follow our choice during the class and drafting stages but are evaluated as "your argument could've been stronger," we must be confused and frustrated. And next time, we're likely to follow expectations of the discourse community. Of course, this issue is not as simple as this. But how can teachers balance between fostering students' voices and encouraging them to act up to the expectations of the discourse community? Thank you, Wan-ning. I enjoyed reading your reflection. See you in class.
ReplyDeleteKyung Min (Kay)
I think there is a thin line between word choice in writing. It does not really matter whether you are a strong or weak writers if you can "express" yourself and your ideas well and reasonable. As for your word choice dilemma, I think it is just a matter of making your claim stronger. However, we need the context to see how "can" and "could" can change the meaning.
ReplyDeleteyou asked really interesting practical questions. it would be extremely difficult to raise students' awareness of their voice in writing, because any deviation from the 'norm' or standard would be treated as potentially threatening and political.
ReplyDeletei would say that it can easier be done with children, using 'politically neutral' topics, which are nonetheless interesting and important to children. once they are aware of their voice at an early stage of learning L2, they can develop their voice(s) on their own.
by the way, ivanic & camps' idea of voice as self-representation is particularly relevant in a controlled society, because the members of the society quickly learn which voices are more privileged than others, how to use language to express them and what to avoid not to be perceived as non-fitting in the society or a dissident. it is deliberate and conscious affiliation with certain communities, the membership in which is desired or secured. this is even more evident in writing than in speaking.