04/12/2021
By Robin Hall

The College of Education invites you to attend a doctoral dissertation defense by Raymond Pape on “Proposing the Sociocultural Voice Framework as a Writing Model and Validating the Developmental Voice Rubric.”

Date: Friday, April 23, 2021
Time: 10 a.m. EST
Location: This will be a virtual defense via Zoom. Those interested in attending should email MinJeong_Kim@uml.edu at least 24 hours prior to the defense to request access to the meeting.

Dissertation Chair: Lorraine Dagostino, Ph.D., Professor Emeritus, College of Education, University of Massachusetts Lowell

Dissertation Committee:

  • MinJeong Kim, Ph.D., Associate Professor, College of Education, University of Massachusetts Lowell
  • Anthony Setari, Ph.D., Visiting Assistant Professor, College of Education, University of Massachusetts Lowell

Abstract:

Basing his theoretical understanding of voice on a sociocultural foundation, the researcher has reviewed relevant classroom-based research conducted in United States' secondary schools and universities over the last twenty-five years to arrive at a useful theoretical writing model and thematic framework and developmental rubric that aids in differentiated writing instruction. The theoretical model, or the Sociocultural Voice Framework (SVF), consists of an expanded view of dialogic space, an emphasis on indirect instruction, an emphasis on development rather than assessment, and an acceptance of the contrary and divergent nature of voice. Using Dalkey and Helmer’s (1963) Delphi Method for developing a rubric through collaboration, the researcher synthesizes input from high school English teachers and college professors through several rounds of questionnaires and discussions toward validating a developmental voice rubric (DVR). Combined, the SVF and DVR extend theoretical voice research and suggest a differentiated and voice-centric approach to secondary school writing instruction. This study adds to the growing body of research that conceptualizes voice as being informed by cultural, historical, and institutional settings and attempts to answer the persistent question: “How can voice be taught?”