| Authors | عباس زارعی تجره,نواب همتیان سورکی,سجاد عسکری متین |
|---|---|
| Journal | The Journal of Teaching Language Skills (JTLS) 6 (1), Spring 2014, Ser. 74/4 |
| Page number | 93 |
| Volume number | 6 |
| Paper Type | Full Paper |
| Published At | 2014-05-01 |
| Journal Grade | Scientific - research |
| Journal Type | Electronic |
| Journal Country | Iran, Islamic Republic Of |
| Journal Index | ISC |
Abstract
The present study explored the intensity level of authorial voice in relation to the quality of argumentative writing. 42 undergraduate learners of English as a foreign language (36 girls and 6 boys) spent 45 minutes to individually complete inclass position-taking writing tasks for three weeks. Their overall academic writing quality scores assigned based on portfolio assessment were studied in relation to their voice expression quantified using a voice intensity rating scale (VIRS). Findings indicated that, among the components of authorial voice, only “assertiveness” showed a positive moderate relationship with academic writing quality (r=0.45, p≤ 0.05). In the follow-up qualitative analyses of voiceexpression strategies, interviews with participants whose voice intensity had been rated either as the strongest or as the weakest showed nine strategies for voice expression.