Arguing from sources with writer’s voice

The most powerful and sustainable form of immunization against plagiarism is the development of an academic writer’s voice (Argent, 2012). Rather than dwelling on the term plagiarism, it is more fruitful to consider the opposite side of the coin, scholarship. Access EAP: Frameworks Unit 8, Critical reading and academic argument, aims to move the spotlight away from cheating and to show students how to draw on their ideas, knowledge and experience to write with their own voice. A student with ideas will read critically, a student who reads critically will have something to say, a student with something to say will strive for a voice, and a student with a voice does not need to steal the ideas or words of others.

Unit 8 Section 4 focuses specifically on identifying writer’s voice in two (constructed) student texts. These materials form the basis of the interview task I wrote about in a recent blog post. The following attachments provide the extract from Access EAP: Frameworks coursebook and some teachers notes, developed to support teachers to deliver the first part of the lesson more effectively in a classroom. The two PPT slide sets show how this lesson was migrated online in 2020. AL-Wk5-Thur-Preparation is a slide show with voiceover, using a flipped learning model, which directs the students to prepare for a 50 minute synchronous class in a Blackboard Collaborate Ultra online classroom. AL-Wk5-Thur-Collaboration is the slide show that teachers can use in the synchronous session.

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