The purpose of this study was twofold: (a) to examine the level of authorial voice strength among Iranian second language (L2) writers; and (b) to investigate the relationship between L2 learners’ authorial voice strength and the quality of their argumentative written task performances. Argumentative writing samples were elicited from 129 upper-intermediate L2 learners in writing courses. To quantify learners’ voice strength, these samples were scored by two raters using an analytic voice rubric. Raters also provided a holistic rating of the overall authorial voice strength in written argumentations. The quality of argumentations was measured using the TOEFL scoring rubric. While descriptive results indicated that learners demonstrated a low level of voice strength in their argumentations, results from Multiple Regression Analysis (MRA) suggested positive associations between voice strength along with two of its dimensions and the quality of writings. Moreover, results from Multiple Correspondence Analysis (MCA) pointed to the association of low and mid-level of writing quality and low voice strength, and the prevalence of high and mid voice strength in learners with high proficiency in writing. Finally, while an Item Response Theory (IRT) analysis revealed that the ‘presence’ dimension of authorial voice was the most difficult one for L2 learners, a Differential Item Functioning (DIF) analysis showed that the difficulty of the three voice dimensions did not differ significantly across genders. The findings were discussed regarding English L2 writing within the Iranian context.

Discourse-based interviews (or DBIs) have long been used in writing research to investigate writers’ tacit genre knowledge, including their rhetorical motivations for sentence-level wordings. Meanwhile, researchers in English for Academic and Specific Purposes (EAP/ESP) have used corpus techniques to uncover patterns of such wordings, ones that index community-valued ways of knowing and meaning. This article brings together these two methods in a novel way. By offering a case study of Richard, an advanced undergraduate writer majoring in philosophy at a U.S. university, the article demonstrates how systematic analysis of Richard’s writing informed and enriched DBIs with him and his professor, Maria. Specifically, corpus-based text analysis revealed that Richard regularly expressed an epistemic stance in his course essays in ways that are conventional and valued in philosophical argumentation, while the DBIs revealed that neither Richard nor Maria were consciously aware of these stance patterns, despite regular appearance in both their writing. Taken together, these findings point to the value of using corpus techniques prior to the DBI to identify meaningful choices in language that likely otherwise would be missed. The findings also raise important questions about the acquisition of disciplinary discourses and the sources of knowledge that foster that acquisition.

This study of 29 teachers from four states in the US investigated teachers' orientations towards writing and the influences on their beliefs. Through interviews about writing instruction, the researchers found significant differences between teachers in high and low-income schools. While teachers in high-income schools valued rhetorical style, developing voice, and reading-writing connections, teachers in low-income schools focused on grammar, mechanics and sentence structure. Teachers in high-income schools appear to be exercising more choice in curricular materials and valuing quality of writing beyond grammar and mechanics, whereas teachers in low-income schools are using specific curriculum mandated by the districts. Influences on teachers' orientations included school context, programs and materials, and assessments. The study raises concerns that students in low-income schools are missing out on authentic, challenging, and meaningful writing opportunities since the focus is on skills-based instruction. The findings point to the need for teachers to provide all students with opportunities to develop rhetorical style, voice, and reading-writing connections in addition to grammar, mechanics, and sentence structure.