ABSTRACT
Authorial voice is often regarded as a mystical, fuzzy, elusive, slippery notion. Developing an appropriate academic voice is a process that takes time, since the 'assertions of authority in texts are not always obvious or transparent to novice writers'. Thus, voice should be addressed as a prerequisite of research writing. Since an increasing number of students worldwide are undertaking postgraduate research, institutions have started to realize the need to provide effective writing assistance. The supervisory relationship is a pedagogical relationship, and this also applies to developing voice. Voice can be viewed through two lenses: as individualized and as socialized. The individualized voice shows authorial stance, and is how writers present themselves and their opinions in the text. Along a continuum of sensitization, facilitation, guidance and instruction, students' agency in advanced academic discourse can be enhanced by applying features of voice as tools and strategies.
