English Teaching: Practice and Critique
The growth of voice: Expanding possibilities for representing self in research writing
Volume 6 Number 2 September 2007
Rosemary Viete (Faculty of Education, Monash University, Australia)
Phan Le Ha (Faculty of Education, Monash University, Australia)
Novice researchers are expected to participate through writing in
the particular discourse community in which their research is located,
yet if they come from other languages and other academic cultures and
traditions than those of the education provider, they may experience
the process of writing as the process of silencing their voices. Many
supervisors of such researchers face the dilemma of encouraging
compliance with the dominant conventions — opting thus for the safety
of homogeneity — or of fostering greater diversity in voice and
discourse organisation, opting thus for the risk of negative reader
response. Through retrospective and introspective reflections by the
authors, using sociocultural and postcolonial perspectives on academic
writing, we explore the processes we used in negotiating Ha's
representation of self in her novice research writing. We look in
particular at the roles a supervisor and student can play in helping a
writer to make informed choices about ways of making meaning that
satisfy her intentions, so that the writer's own voice can grow. We
also trace how this initiative contributed to a gradual process of
recognition of greater diversity in writing by the academic community
in the institution where we work, and discuss how this represents an
ethical approach to academic writing.