project proposal that i’ll turn into vtb

I have chosen to research and discuss the use of voice in college freshmen composition. I plan to write for teachers of freshmen composition. As Kathleen Yancey points out, writers and teachers are often confused by the concept of voice “because of the lack of a simple definition“ (vii). Various attempts to define voice have been made, from the nationwide 6+1 Traits of Writing®, to the Oregon Department of Education, to Peter Elbow and Kathleen Yancey. One of my primary concerns is coming to a working definition of voice.

Currently I am most drawn to Peter Elbow’s taxonomy of voice, in which he describes five meanings of voice. Elbow argues that four definitions are “relatively noncontroversial,“ but that the definition of “resonant voice“ is disputed because it is “the only meaning that requires a link between the known text and the unknown actual author“ (Introduction xx).

Freshmen in college often have the problem of not using a resonant voice because they are attempting to use a stilted, academic voice that isn’t natural. The question for a teacher of freshmen composition is thus: How do we teach students to use a resonant voice that is also readying them for an academic career? Elbow posits that in addition to teaching academic discourse, freshmen writing instructors should focus on “discourse that renders rather than explains” (153) and a study of various voices and styles, including the voice of academic discourse.

While Elbow suggests having students write to a variety of audiences, David Bartholomae claims that students need to write to someone with more authority than they because in academic writing, students must “assume the right of speaking to someone“ who knows more about the subject than they (407). Problems in student voice arise, Bartholomae argues, because students are trying, often unsuccessfully, to pass as authorities while writing to someone who is an authority.

My research will focus on the following questions:
1. What is voice; that is, how is it defined by classroom teachers, institutions, and authorities on the subject, and how can I come to a working definition?
2. Why do college freshmen often write in a “pseudo-authoritative“ voice instead of a resonant voice?
3. What voice should college freshmen adopt? A personal, resonant voice? An authoritative voice? A mix of the two? Another alternative?
4. Once it is determined what voice a college freshman should use in a paper, how does that freshman begin to adopt that voice?
5. What are some teaching strategies that have been used or could be used in order to teach voice to college freshmen?

In order to answer these questions, I have conducted research using the following keywords (in various combinations): voice, style, college, composition, freshman, writing, Elbow, authorial presence, six traits, teaching.