Perceptions of authorial voice: Why discrepancies exist

Abstract

Although theoretical conceptions of voice vary, researchers now generally agree on its amalgamated and dialogical nature, highlighting the interplay among the reader, the writer, and the text (Canagarajah, 2015; Matsuda, 2015). While much research has investigated the elements of the writer and the text in voice construction, far less has examined voice reconstruction from readers’ perspectives. The current study therefore explores reader reconstruction of writer voice, focusing particularly on understanding the phenomenon of discrepant voice perceptions by different readers. Two raters double-rated 65 EFL essays, simulating the conventional writing assessment practice. Independent-samples t tests on various linguistic indices across essays that received consistent vs. inconsistent voice ratings were carried out to identify linguistic elements that might be sources of inconsistency in raters’ voice perceptions. Semi-structured rater interview was conducted to both triangulate quantitative findings and explore other potential sources of inconsistency. Results showed that most of the language features did not seem to be associated with discrepant voice perceptions, but raters’ differing perceptions of the effectiveness of certain language elements, essay structure, and idiosyncratic interpretations of certain evaluative criteria might lead to divergent reconstructions of voice. Implications were discussed to inform L2 writing assessment, pedagogy, and future research. • A mixed methods design was used to investigate discrepant voice reconstructions. • Most of the language features did not contribute to inconsistent voice ratings. • Raters were interviewed to identify other potential sources of inconsistency. • Factors at linguistic and organizational levels might lead to inconsistent ratings. • The rubric might have also played a role in discrepant evaluations of voice.