Abstract
Developments in technology are opening up new channels for written academic discourse, using electronic devices to supplement paper-based media. These interactive technologies become part of evolving academic literacy practices and affect both what writers and readers expect and is expected of them in high-stakes genres like essays and reports. The influence of electronic environments is reflected in overall generic structure, authorial voice and individual knowledge claims, as well as in how writers construct themselves and their arguments and create and disseminate their work (Lea and Jones, 2011).While traditionally crafted assignments – whether on paper or screen – are likely to maintain a strong status hierarchy between tutor (i.e. anyone with a teaching role) and student, interactive communication allows the flattening of such hierarchies through collaboration and the creation of different writer voices.
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© 2012 Ann Hewings
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Hewings, A. (2012). Stance and Voice in Academic Discourse across Channels. In: Hyland, K., Guinda, C.S. (eds) Stance and Voice in Written Academic Genres. Palgrave Macmillan, London. https://doi.org/10.1057/9781137030825_12
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DOI: https://doi.org/10.1057/9781137030825_12
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