1 This resource contains example(s) of demonstrating own / scholarly voice in Education-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 their own voice in the following extract? 4 Teaching as an evidence informed profession: knowledge mobilisation with a focus on digital technology Perkins was interested in socio constructivism in the classroom and provided examples of the types of knowledge in his 1999 paper. Meyer and Land state that “...Perkins (1999) has defined troublesome knowledge as that which appears counterintuitive, alien (emanating from another culture or discourse), or incoherent (discrete aspects are unproblematic but there is no organising principle)” or “knowledge that is 'alien', or counter-intuitive or even intellectually absurd on face value” (2003, p.2). They go on to explain, that for Perkins, knowledge may be troublesome for different reasons such as it being ritual, inert, conceptual difficult, alien or tacit. Source: Procter, R. (2014) Teaching as an Evidence Informed Profession: Knowledge Mobilisation with a Focus on Digital Technology, PhD thesis, University of Bedfordshire (p.47)

Example 2. How does the author demonstrate their own voice in the following extract? 5 Teaching as an evidence informed profession: knowledge mobilisation with a focus on digital technology Although not discussed by Perkins, Meyer and Land add tacit knowledge into their discussion of troublesome knowledge. They explain this as “...that which remains mainly personal and implicit (Polanyi, 1958) at a level of practical consciousness (Giddens, 1984)”. Hence knowledge is not just of a single type or a single form but many types and forms of knowledge, including tacit knowledge, have been identified. The following section more fully explores the theme of tacit knowledge as well as explicit and implicit knowledge. Source: Procter, R. (2014) Teaching as an Evidence Informed Profession: Knowledge Mobilisation with a Focus on Digital Technology, PhD thesis, University of Bedfordshire (p.49)

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.