Academic Voices

This book explores how the voices of authors and other researchers are manifested in academic discourse, and how the author handles the polyphonic interaction between these various parties. It represents a unique study of academic discourse in that it takes a doubly contrastive approach, focusing on the two factors of discipline and language at the same time. It is based on a large electronic corpus of 450 research articles from three disciplines (economics, linguistics and medicine) in three languages (English, French and Norwegian). The book investigates whether disciplines and languages may be said to represent different cultures with regard to person manifestation in the texts. What is being studied is thus cultural identities as tendencies in linguistic practices. For the majority of the features focused on (e.g. metatext and bibliographical references), the discipline factor turns out to contribute more strongly to the variation observed than the language factor. However, for some of the features (e.g. pronouns and negation), the language factor is also quite strong. Additional background information on the investigations reported in this book can be found at www.uib.no/kiap/.

Academia's Digital Voice: A Conversation on 21st Century Higher Education provides critical information on an area that needs particular attention given the rapid introduction and immersion into digital technologies that took place during the pandemic, including quality assurance and assessment. Sections discuss the rapid changes called into question as student mobility, pedagogical readiness of academics, technological readiness of institutions, student readiness to adopt online learning, the value of higher education, the value of distance learning, and the changing role of administration and faculty were thrust upon institutions. The unprecedented speed of international lockdowns caused by the pandemic necessitated HEIs to make rapid changes in both teaching and assessment approaches. The quality of these and sacrosanctity of the academic voice has long been the central tenet of higher education. While history is replete with challenges to this, the current, rapid shift to online education may represent the greatest threat and opportunity so far. Focuses on the academic voice in HEI Presents an authentic message and mode for the new world we live in post COVID Includes a section on academic predictions for higher education institutions

This book explores how the voices of authors and other researchers are manifested in academic discourse, and how the author handles the polyphonic interaction between these various parties. It represents a unique study of academic discourse in that it takes a doubly contrastive approach, focusing on the two factors of discipline and language at the same time. It is based on a large electronic corpus of 450 research articles from three disciplines (economics, linguistics and medicine) in three languages (English, French and Norwegian). The book investigates whether disciplines and languages may be said to represent different cultures with regard to person manifestation in the texts. What is being studied is thus cultural identities as tendencies in linguistic practices. For the majority of the features focused on (e.g. metatext and bibliographical references), the discipline factor turns out to contribute more strongly to the variation observed than the language factor. However, for some of the features (e.g. pronouns and negation), the language factor is also quite strong. Additional background information on the investigations reported in this book can be found at www.uib.no/kiap/.

The demands of today’s society for greater specialization have brought about a profound transformation in the humanities, which are not immune to the competitive pressure to meet new challenges that are present in other sectors. Thus, lecturers and researchers in modern languages and applied linguistics departments have made great efforts to design syllabi and materials more attuned to the competences and requirements of potential working environments. At the same time, linguists have attempted to apply their expertise in wider areas, creating research institutes that focus on applying language and linguistics in different contexts and offering linguistic services to society as a whole. This book attempts to provide a global view of the multiple voices involved in interdisciplinary research and innovative proposals in teaching specialized languages while offering contributions that attempt to fill the demands of a varied scope of disciplines such as the sciences, professions, or educational settings. The chapters in this book are made up of current research on these themes: discourse analysis in academic and professional genres, specialized translation, lexicology and terminology, and ICT research and teaching of specialized languages.

Not everyone has had a straight and narrow path into academia. Many higher education teachers, in fact, were professionals before they became part of the university or college where they work; and many keep one foot in both worlds even while they teach. Especially in programs designed to support students in a field of practice (education, nursing, and others), teachers find that being an academic or a scholar is supplementary to being a professional. And yet the demands of scholarship remain a component of their academic work-research, publishing, and the rest.Inspired by scholarly narratives like those from Ruth Behar, bell hooks, Jonathan Kozol, and others, Voices of Practice inspects, interrupts, questions, and reconstructs what it means to be a scholar, using deeply personal reflections, poignant vignettes, and carefully examined timelines of intellectual and professional development. This volume features educators who may not at first call themselves "academics" and who have focused their careers on the practice rather than the publishing of scholarship.

Published Under the Garamond Imprint The voices in this book reflect the broad diversity of a large urban university community, with contributions from undergraduate and graduate students, teaching assistants, contract and full-time faculty, staff and administrators. Issues of equity, diversity and power form the foundation of this community's thinking about pedagogy, and the topics span a continuum from the theoretical to the practical. Voices from the Classroom will have a broad appeal to the university teaching community across North America, facing common challenges in the twenty-first century.

Poetry and Voice, with a foreword by Helen Dunmore, is a book of essays which fuses critical and creative treatments of poetic voice. Some contributors focus on critical explorations of voice in work by poets such as John Ashbery, Simon Armitage, Eavan Boland, Carol Ann Duffy, Arun Kolatkar, Don McKay and Dragica Rajčić, and on the musical voices of the lyric tradition and of poetry itself. Vicki Feaver, Jane Griffiths, Philip Gross, Waqas Khwaja, Lesley Saunders and David Swann reflect on their own poetic processes of composition, and the development of the voices of childhood, old age, migration, landscape, bilinguality, and imprisonment. Laurel Cohen-Pfister and Tatjana Bijelić examine the nature of poetic voice in exile, the need for fresh voices after war and new spaces in which poetic voices can be heard. In this international collection, the contributors give rare and generous insights into inner poetic processes and external effects. They engage with artistic debates about developing, losing and appropriating voice in poetry and approach the question of what is ‘finding a voice’ in poetry from multiple angles. The book will interest literary critics, poets, lecturers, and undergraduate and postgraduate students of literature, poetry and creative writing.