摘要
This article investigates the formative influence of voice on the argumentative writing performance of intermediate students of English. Its aim is to achieve a better understanding of how the students＇ voice develops in the revision process in relation to the rubric and the essay scores. The data consist of Chinese sophomores＇ multi-draft essays. As first-person pronouns are the most visible representation of a writer＇s voice, this article gives a detailed description of the features and developmental patterns of first-person pronouns （FPPs）. The results reveal that revision-induced changes in FPP can be beneficial to the quality of essay writing but only in a limited number of cases if the students are not formally instructed in voice, which carries pedagogical implications to empower students＇ self-identity in EFL writing.
本文研究"声音"的形成对中级英语学习者议论文写作的影响,旨在更好地了解学生的"声音"在写作修改过程中的发展变化及其与作文成绩间的关系。语料主要来自大学二年级学生的多稿作文。由于第一人称代词是写作者"声音"最直观的表现形式,文章对这些代词的特点和变化模式作了详尽的描述。结果表明修改引起的第一人称代词使用上的变化有利于写作质量的提高,但对于未经过这方面训练的学生来说尚不具备普遍性。这一结论对帮助学生构建英语作文中的作者身份具有一定的实践意义。
