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Contends second language literature yields little empirical evidence of a relationship between the features associated with first language voice and quality of academic writing. Writing samples requiring learners to argue in favor of or against an aspect of Canada's immigration policy were elicited from 63 students in a writing-intensive first-year course. Results suggest there may not be a connection between the linguistic and rhetorical devices commonly associated with individualized voice. (Author/VWL)

The issue of voice, authorial identity, or authorial presence in second language (L2) writing has recently received considerable attention from second language researchers. Such research has concluded that voice is an integral part of writing and that it should become an essential component of second language writing pedagogy. This article critically assesses the body of research and claims that the case for voice in L2 pedagogy is overstated. (Author/VWL)