Abstract
ABSTRACT Writing assessments have attended to the mechanics of writing, reflecting a value on the teaching of writing conventions. One quality of writing rarely assessed is authorial voice, a personal style that communicates the author's stance toward events reported and the author's relationship to the audience. The authors explore associations among authorial voice, writing mechanics, and academic performance. In the fall and spring of 1 academic year, 115 third- through fifth-grade students wrote personal narratives that were coded for 2 measures of mechanics and 4 measures of authorial voice. Students and teachers completed measures of academic performance. Mechanics, but not voice, predicted academic performance. The authors suggest that mechanics-focused state standards discourage authorial voice, and they propose attention to voice as a springboard to develop other writing skills.
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