Towards a metalanguage adequate to linguistic achievement in post-structuralism and English: Reflections on voicing in the writing of secondary students

Journal article


Macken-Horarik, Mary and Morgan, Wendy. (2011). Towards a metalanguage adequate to linguistic achievement in post-structuralism and English: Reflections on voicing in the writing of secondary students. Linguistics and Education. 22(2), pp. 133 - 149. https://doi.org/10.1016/j.linged.2010.11.003
AuthorsMacken-Horarik, Mary and Morgan, Wendy
Abstract

This paper considers the development of voicing in the writing of secondary English students influenced by post-structuralist approaches to literature. It investigates students’ growing capacity not only to voice their own responses to literature but also to relate these to a range of theoretical discourses. Drawing on systemic functional linguistics, we explore the development of voicing in students’ writing in three key assessment tasks in a Queensland Literature Extension course. We argue that students’ growing capacities to handle the demands of reflexiveness in this course are manifested in their expanding repertoire of choices related to control of stance, orientation to reading, type of address and orders of voicing. By the end of their course in literary theory, students are producing texts that integrate personal and impersonal forms of voicing, exploiting the potential of projection for embedding and for complex iterations of voice and stancing their proposals in authoritative and independent ways. Drawing on extracts from representative student work from this course, we characterize these developments in voicing as a movement towards greater polyphony (or multivoicedness). Our analysis of the expanded repertoire of choices for voicing in students’ texts provides evidence of the power of a well-structured introduction to post-structuralism in senior school English.

Keywordsvoicing; systemic functional linguistics; post-structuralism; school English; literature
Year2011
JournalLinguistics and Education
Journal citation22 (2), pp. 133 - 149
PublisherPergamon Press
ISSN0898-5898
Digital Object Identifier (DOI)https://doi.org/10.1016/j.linged.2010.11.003
Scopus EID2-s2.0-79955921839
Page range133 - 149
Research GroupInstitute for Learning Sciences and Teacher Education (ILSTE)
Publisher's version
File Access Level
Controlled
Place of publicationUnited Kingdom
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