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This chapter has proposed a way of recognizing and analyzing resources drawn on in producing voice in a range of genres and modes. Voice is about negotiating amongst a set of choices. Allowing students the opportunity to work with various media can enable them to experiment with the properties of these and exploit their affordances in more mindful ways. To develop academic voice, students can be encouraged to recognize constraints – both working within them and using a variety of resources to counterbalance them. My aim has been partly to look for semiotic categories that work across modes in order to devise metalanguages for teaching and learning. These include the concepts of engagement; citation; provenance; transformation; transduction. Most importantly, a metalanguage gives one the tools to think about things in ways that we would not otherwise have had. In this sense metalanguages serve as a way of «verbalising what you know in relation to other ways of knowing» (Thesen 2001, 143). This is important for enabling student access into academic discourse. It can also have important implications for assessment practices. Effective teaching of writing and text construction in all its forms thus involves a dialogue between the culture and discourses of academia and those of students, offering students from diverse backgrounds an empowering and critical experience, not just pathways to established conventions.