Voices on the Landscape

Non-native English speaking writers are frequently §identified as plagiarizers because of their §perceived failure to achieve academic competence §with regard to voice appropriation and because of §linguistic and cultural differences they bring to §composition classrooms. Considering these §issues, Voices on the Landscape looks to a broader §cultural and social framework for understanding how §non-native writers achieve this aspect of academic §competence. Particularly, this research focuses on §12 non-native writers in three freshman composition §classes, and paints a colorful portrait as these §writers attempt to achieve an appropriate academic §voice in their essays. In this way, the study is §able to achieve an expanded Hymesian account of what §it means to achieve academic competence, as well as §a broader account of the discourses on which these §writers and their teacher rely. Teachers, §researchers, and students of second language §composition in higher education may find some clear §parallels to their own experiences from the field, §as well as some insight into how such writers engage §in the construction of academic discourse. Non-native English speaking writers are frequently §identified as plagiarizers because of their §perceived failure to achieve academic competence §with regard to voice appropriation and because of §linguistic and cultural differences they bring to §composition classrooms. Considering these §issues, Voices on the Landscape looks to a broader §cultural and social framework for understanding how §non-native writers achieve this aspect of academic §competence. Particularly, this research focuses on 12 non-native writers in three freshman composition §classes, and paints a colorful portrait as these §writers attempt to achieve an appropriate academic §voice in their essays. In this way, the study is §able to achieve an expanded Hymesian account of what §it means to achieve academic competence, as well as §a broader account of the discourses on which these §writers and their teacher rely. Teachers, §researchers, and students of second language §composition in higher education may find some clear §parallels to their own experiences from the field, §as well as some insight into how such writers engage §in the construction of academic discourse.