Questioning the importance of individualized voice in undergraduate L2 argumentative writing: An empirical study with pedagogical implications

By Rena Helms-Park, Paul Stapleton. 2003

126 citations recorded by the source corpus.

Subfields: Education, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/c6fae2d2c75f2cba5728f961b68e021ccd32f575

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. R. Al-Mahrooqi
2. S. Mehta
3. C. Tardy
4. Paul Kei Matsuda

In Language and Linguistics

1. R. Al-Mahrooqi
2. C. Tardy
3. Paul Kei Matsuda

In Literature and Literary Theory

1. C. Tardy
2. Paul Kei Matsuda
3. R. Al-Mahrooqi
4. Dacia Dressen-Hammouda

Citations in the corpus

• Can Thinking be Taught? Linking Critical Thinking and Writing in an EFL Context (2015, background): “To a large extent, the evaluation of writing remains a contentious issue with ESL studies such as those of Helms-Park and Stapleton (2003) countering Elbow’s (1981) notion that voice was one of the most important criteria in evaluating student writing and McLaughlin and Moore (2012) suggesting that ”
• Voice in academic writing: The rhetorical construction of author identity in blind manuscript review (2007, background): “Third, and most important, Helms-Park and Stapleton (2003) chose, perhaps inadvertently, a writing situation in which individual voice is not likely to play a major role.”