1 This resource contains example(s) of demonstrating own / scholarly voice in Sports Science-related disciplines. Follow the steps below to customise the slides for your course: 1.Choose an appropriate example extract from a student assignment (graded A) 2.Copy the extract into the example slides (slides 4&5) 3.Highlight words and phrases that illustrate effective use of own / scholarly voice 4.Provide the full version of the assignment  students identify further examples (slide 6) 5.Encourage the students to bring in their own writing (slide 6) 6.Delete guidance slide 1 in this resource before using in your sessions Guidance on customising this resource How to demonstrate ‘own’ / ‘scholarly’ voice in assignments PAD team for further guidance In this resource: Students’ ‘scholarly voice’ can be demonstrated in a number of ways in academic writing, depending on the discipline. A ‘scholarly voice’ can be described as position / argument / contribution to the debate - all supported by relevant evidence from academic sources. The most obvious approach is to support argument / thread with the ‘voices’ of subject experts through quotations (direct or indirect). At the same time, the students’ own voice / position should be visible, for example, through linking and synthesising multiple references, creating a narrative, providing a critique or a reflection, drawing conclusions.

Write to attract a higher grade: How to demonstrate ‘own’ / ‘scholarly’ voice in your writing 2

Discussion: How do we demonstrate ‘own voice’ or ‘scholarly voice’ in academic writing? 3 o What do we mean by ‘own voice’ in academic writing? o Why would your lecturers want to see this in your assignments? o Think of instances/ parts of assignments - where would it be most suitable to demonstrate ‘own voice’? o How might you be able demonstrate ‘own voice’ in assignments?

Example 1. How does the author demonstrate own voice in the following extract? 4 Research Proposal: Effects of Static Stretching Duration (30 seconds; 5 minutes) on Hip Range of Motion and Gracilis Tendon Length in Healthy and Sedentary University Students Similar results were discussed in a 5-weeks long study done by Ford, Mazzone & Taylor (2005). There were no significant increases in ROM between 30s and 120s of SS. However no warm up was performed before the interventions which could limit the stretching effectiveness. Collectively, it might be suggested, that the most beneficial time of SS is 30s with no greater benefits beyond that time. However, only inclinometers and goniometers were used in all of the studies discussed above to measure the changes in ROM. This does not allow an investigation of what soft tissue structure increases in length in order to increase ROM.

Example 2. How does the author demonstrate own voice in the following extract? 5 Sports Injury Rehabilitation Case Study: An overview and rehabilitation plan of a GH joint injury in a 24 year old female judo athlete Since the participants in this study were young and healthy students, the findings could not be applied to elderly population or with musculoskeletal diseases. Thus, further investigations on this population and preferably on different skeletal muscles could be recommended.” ….. The therapist should also be aware about other factors affecting the rehabilitation progress, including the physical and psychological limitations caused by pain, support from others, the environment, exertion of the athlete, motivation and compliance (Byerly, 1994). This suggests the importance of therapist’s ability to provide the good quality rehabilitation program along with the capability to observe the athlete and provide psychological support when appropriate.

Task 1: Can you identify any other examples of demonstrating own voice in the text provided? Justify your answer. 6 Task 2: Identify how you have demonstrated own voice in your own and / or your peers’ writing. Alternatively, establish where you could demonstrate this in your writing