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The article portrays one way in which academic voices and social identity can develop and constitute each other through the affordances of computer-mediated communication in the classroom. In this article, I present a case study in which voice is treated as an analytic means for understanding the complexities undergone by an L2 graduate student as she was transitioning into an L2 academic community. I highlight how voice as ideological point of view is developed through dialogic interactions with others, and such development can be traced through the discursive constructs such as intertextual relations and epistemic/affective stance. This study has important educational implications in relation to the academic writing/reading of L2 students with differing needs and the provision of opportunities for access to the curriculum.
