Abstract For years, personal and social voices have been the issue of discussion on voice construction in written discourse (e.g., Elbow, 1999; Flowerdew, 2011; Hyland, 2002, 2010a, 2012b; Mauranen, 2013; Ramanathan & Atkinson, 1999; Tardy, 2005). However, there is a lack of an integrated examination of the dimensions which determine voice construction in writing from personal and social perspectives. This article re-examines the issue of voice construction through a critical review of previous literature on identity in written discourse. It is argued that there are five major dimensions for the construction of voice in written discourse. How writers appropriate their voice according to such five dimensions as genre, transition, culture, discipline and audience will be discussed. This paper lends further support to the view that voice in written discourse is both personal and social. As it is known, good writing expresses both personal and social voices. However, based on the dominant dimension(s), voice construction should be adjusted. Sometimes personal voice is boldly expressed; sometimes social voice is; and some other times the boundary between the two is unnoticeable. The study provides an integrated framework as well as pedagogical implications for the teaching of academic writing within L1 and L2 contexts.

中文翻译：

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再谈书面话语中的个人和社会声音1

摘要多年来，个人和社会声音一直是书面语篇中声音结构讨论的问题（例如，Elbow，1999； Flowerdew，2011； Hyland，2002，2010a，2012b； Mauranen，2013； Ramanathan＆Atkinson，1999； Tardy ，2005）。但是，缺乏对从个人和社会角度确定书面声音构造的维度的综合检查。本文通过对书面话语中身份认同的先前文献进行批判性回顾，重新审视了声音建构的问题。有人认为，书面语篇中的声音建构有五个主要方面。本文将讨论作家如何根据体裁，过渡，文化，纪律和听众这五个维度来调整自己的声音。本文进一步支持了书面话语中的声音既是个人的又是社会的。众所周知，好的写作表达了个人和社交的声音。但是，基于主要维度，应调整语音结构。有时会大胆表达个人声音；有时社交声音是；有时两者之间的界限不明显。这项研究为L1和L2情境下的学术写作教学提供了一个综合的框架以及教学法上的启示。有时两者之间的界限不明显。这项研究为L1和L2情境下的学术写作教学提供了一个综合的框架以及教学法的意义。有时两者之间的界限不明显。这项研究为L1和L2情境下的学术写作教学提供了一个综合的框架以及教学法的意义。