GIVING ‘VOICE’ A VOICE IN THE ACADEMIC WRITING CLASS

Abstract

The concept of „voice‟ is debated in the field of second language writing pedagogy. There is debate about both what „voice‟ is and the extent to which it should receive attention in the writing classroom. This paper reports on the way in which „voice‟ received attention on a university writing course at a New Zealand university as a result of a course evaluation exercise, and does so by drawing on a particular model of language curriculum design. When this model is applied, courses become dynamic and responsive to learner needs.