Some researchers have argued that voice is irrelevant to academic writing and that the importance of voice has been overstated in the professional literature [Helms-Park, R., & Stapleton, P. (2003); Stapleton, P. (2002)]. To investigate whether and how a socially oriented notion of voice—defined as “the amalgamative effect of the use of discursive and non-discursive features that language users choose, deliberately or otherwise, from socially available yet ever-changing repertoires” [Matsuda, P.K. (2001)]—plays a role in academic writing, this study examined the construction of an author’s discursive identity by peer reviewers in a simulated blind manuscript review process for an academic journal in the field of rhetoric and composition. The analysis of the written reviews as well as interviews with the two reviewers and the manuscript author indicated that the reviewers’ constructions of the author’s voice are related to their stance toward the author. The findings suggest that voice does play a role in academic writing and that there is a need for further research into the issue of identity construction from the perspectives of both writers and readers.

This research paper describes the benefits of using an activity-based rhetorical perspective to develop English for specific purposes (ESP) test specifications. This approach expands the potential of ESP test specifications to analyze and describe target language use (TLU) situations, TLU tasks, and ESP test tasks. Multiple activity systems are found to affect ESP test takers, test developers, and students in a freshmen composition course as they act within their own activity systems. Preliminary observations are made about how the differences between the objectives of an English for academic purposes (EAP) test and a freshman composition course affect test takers' responses to these tasks. The implications of the different types of objectives on EAP test and task authenticity are also discussed. Finally, this paper shows how Rhetorical Genre Studies and Activity Theory can be used to inform test specifications development by capturing the complex interactions between test takers, test tasks, genres, and context. Appended is:Freshman composition assignment. (Contains 3 tables, 13 figures, and 11 footnotes.) [Master of Arts Research Paper, Carleton University.]

It is often assumed that open access repositories and peer-reviewed journals are in competition with each other and therefore will in the long term be unable to coexist. This paper takes a critical look at that assumption. It draws on the available evidence of actual practice which indicates that coexistence is possible at least in the medium term. It discusses possible future models of publication and dissemination which include open access, repositories, peer review and journals. The paper suggests that repositories and journals may coexist in the long term but that both may have to undergo significant changes. Important areas where changes need to occur include: widespread deployment of repository infrastructure, development of version identification standards, development of value-added features, new business models, new approaches to quality control and adoption of digital preservation as a repository function.

Genre, the most social constructivist of literacy concepts, has been theorized and variously applied to pedagogies by three major ‘schools’: the New Rhetoric, English for Specific Purposes, and Systemic Functional Linguistics. In this paper, I will discuss my long, and ongoing, search for a pedagogy drawn from genre theories for novice academic students. With others, I am trying to find or develop an approach that is coherent and accessible to students while still promoting rhetorical flexibility and genre awareness. I will first define and problematize the term genre. Then, I will briefly discuss what each of the three genre ‘schools’ can offer to novice students – as well as their pedagogical shortcomings. Finally, I will suggest two promising approaches to teaching genre awareness: learning communities and ‘macro-genres’.

one letter of Correspondence concerning audition of publication