VOICE

= VOICE =

=Voice is the //personality// of the writer coming through on the page. It is what gives the writing a sense of flavor, a uniqueness, and give the reader the feeling that the writer is talking directly to her. A strong sense of voice demands that the writer make a commitment to the writing and write honestly with conviction. In a paper with strong voice, the reader will get a sense that //someone real// is there on the page, whether the reader knows the writer or not.=

= VOICE ACTIVITIES =

ACTIVITY #1:

Recipe for Disaster. Think of en emotion you've felt recently. If your emotion was a recipe, how would you make it?

//Here is an example://

Recipe for MISERABLE UPSIDE DOWN CAKE

First you get a big bowl. Next, put in 3 cups of whiny and crying sister. Then you put in 5 ounces of a broken snowmobile. Stir slowly and let it boil for 10 min. After it has boiled, put in 1 teaspoon of can’t find the TV remote. Then add a pinch of anything I don’t like to eat for supper. Next add 3 liters of my dog getting hit in the road. After all of that, let it bake at 450 degrees for 1 hour. When it is finished, sprinkle on 2 quarts of my basketball team losing. If you don’t get anger right away, have your sister cry some more.
 * Ingredients**
 * 3 cups of whiny and crying sister
 * 1 teaspoon of can’t find the TV remote
 * 5 ounces of a broken snowmobile
 * add a pinch of anything I don’t like to eat for supper
 * 3 liters of my dog getting hit in the road
 * 2 quarts of my basketball team losing
 * Instructions**

//citation: http://writingfix.com/6_traits/Voice/EmotionalRecipe4.htm//

Voice through Music Each piece of music has a kind of voice of its own. To see how true this is, create a voice collage through a collection of highly diverse music - e.g., Wille Nelson, Mozart, the Beatles, Luciano Povarotti, Aretha Franklin, Andrew Lloyd Webber, Beethoven, etc. See if students can come up with a one-word description for the "voice" within each piece of music.

Dressing With Voice Day Have a "dress with voice" day in which students have freedom to choose something original - a hat, shoes, tie, special shirt, socks, or whatever. If your dress code allows, you may wish to experiment with make-up or costumes, too. Show that voice is a form of personal expression, and shows up in many forms - including dress.

Imitation Take a short passage from any writer whose voice is distinctive, and re-write the passage in another voice: e.g., Jerry Seinfeld as Hamlet, Winnie the Pooh as Edgar Allan Poe, an encyclopedia article as David Letterman or Toni Morrison or the Beatles might do it. Let your imagination run wild. Write a complaint letter to a business. One interesting way to do this is to divide students into groups, then each group will invent a situation for which a memo or letter response or request would be necessary. Groups can then exchange "situations," spend sometime discussing the best way to handle it (Who is the audience? What kind of voice is appropriate?), and drafting a letter they think would be appropriate. Each group that came up with the original situation assess the appropriateness and effectiveness of the letter they received. Discuss results.
 * Complain, complain!**

**Shifting Voices** Different audiences and different situations require different voices. Create one short piece for two completely different audiences: e.g., an introductory brochure to the new aquarium in town for an audience of children 6-10, and one that would be mailed to overseas visitors coming to your city for the first time. Or, do different pieces that reflect different perspectives. For instance, do a traffic accident report as a police officer on the scene would describe it, and a news summary of that same accident that could be read by a TV anchor. Also try: How to install new software as you would write it for computer-savvy adult users, and as you might write it for young computer beginners. Or - an account of a Civil War battle by a Confederate soldier - and another written by a Union soldier. Be creative in thinking about how factors like age, experience, knowledge or perspective influence voice.

= =

= VOICE RUBRIC = =5= =The writer speaks directly to the reader in a way that is individual,=

and respect for the audience and the purpose for writing.
A. The writer connects strongly with the audience through the intriguing focus of the topic, selection of relevant details, and the use of natural, engaging language. B. The purpose of the writing is accurately reflected in the writer’s choice of individual and compelling content, and the arrangement of ideas. C. The writer takes a risk by the inclusion of personal details that reveal the person behind the words. D. Expository or persuasive writing reflects a strong commitment to the topic by the careful selection of ideas that show why the reader needs to know this. E. Narrative writing is personal and engaging, and makes you think about the author’s ideas or point of view.

=3= =The writer seems sincere, but not fully engaged or involved. The writing=

has purpose, but is not compelling.
A. The writing attempts to connect with the audience in an earnest, pleasing, but impersonal manner B. The writer seems aware of a purpose, and attempts to select content and structures that reflect it. C. The writer occasionally reveals personal details, but primarily avoids risk. D. Expository or persuasive writing lacks consistent engagement with the topic, and fails to use ideas to build credibility. E. Narrative writing is sincere, but does not reflect a unique or individual perspective on the topic.

=1= =The writer seems indifferent to the topic and the content. The writing=

lacks purpose and audience engagement.
A. The writer’s ideas and language fail to connect with the audience. B. The writer has no clear purpose, and the chosen style does not match the content or ideas. C. The writing is risk free, and reveals nothing about the author. D. Expository or persuasive writing is lifeless and mechanical, or lacks accurate information.