Voice and Research Writing

There is an expected research paper voice and while the mode is driven by organization, voice still plays a part in this form of writing.

I'd describe the desired voice in this mode as; authoritative. Other descriptors would be strong, confident, and understanding. Lovitts 2007 p 36

It comes down to understanding the audience for the writing. There is a very clear and defined audience for research papers: other professionals or academics. Knowing the audience helps a student writer determine the voice (once they have the concept of voice in place).

You can help your students understand voice as a concept, and your expectations for a 'research voice' by using contrasting examples. (Here's where a search for appropriate mentor texts will help.)

For instance, you could provide strong and week thesis statements.

Also find or create contrasting examples. Demonstrate overly casual, or insecure voice, and contrast it with confident (fact supported) academic voice.

On one hand, you have an example of clear well supported, and authoritative writing.

Contrast this with excessively elaborate, vague and uncertain writing.

Examples of students attempting to hide a lack of understanding and content with elaborate long winded and confusing sentences could go a long way toward helping define the concept of ' research voice '

This reinforces the need to tune the writing to the audience.

You could also contrast the research piece with an expository piece to show differences in voice based on mode of writing.

While the voice of a research report is more constrained, it's there. By helping your students learn to recognize voice you clarify the intent of the writing and help build the concept.

Dennis/San Diego

reference:

Lovitts, B. E. 2007 Making the implicit explicit: creating performance expectations for the dissertation. Virginia, Stylus Publishing

Reading Literacy / Writing Literacy / Great Resources From Cathy Puett Miller

Teachers Are Sparklighters for Literacy Everyday!  http://lightthesparkofliteracy.blogspot.com/

Kids and Parents Reading Together: http://parentsandkidsreadingtogether.blogspot.com/

These blogs are written by Cathy Puett Miller. Cathy is a librarian and reading literacy consultant with a passion for reading and writing.

Until about an hour a go I'd never met Cathy, but she found my 6-Traits Resources blog and posted a thoughtful comment about a blog post generated by a former student in this class.  The article is Modeling Writing With 6-Traits + Podcasting. http://6-traits.blogspot.com/2008/12/modeling-writing-with-6-traits-podcast.html

I've been reading her work and think you will find Cathy's resources fits the needs and interests of our pre-k through elementary teachers. She has a wealth of book references we can all use.

Here's a Blog Reading Hint:   When you find a blog of interest, especially one with a lot of posts, use the search box at the top of the page to find articles to stir your interests.

One of the things that make blogs an interesting and dynamic publishing platform is the ability to comment on a writer's posts.  I just posted to Cathy Pruett Miller's article called: Combine Writer's Workshop and the 6+1 Traits for Great Results: http://lightthesparkofliteracy.blogspot.com/2009/10/combine-writers-workshop-and-61-traits.html  

Cathy shares a word choice hot potatoes game that everyone will find useful

"Play a game to emphasize avoidance of the "I don't say anything" word,
"GOT". We use it frequently in our oral language but it is such a lazy
word. Write a simple sentence with "got" as the verb and then have your
students play "hot potato", tossing a ball or other object around.
Whenever a student catches the object, they must give an active verb to
replace "got" in the sentence. Have a brief discussion about levels of
meaning (good word choice) afterwords."

Click through and skim one of Cathy's blogs.  You'll be glad you did!. ~ Dennis