Drawing data from academic counseling encounters in one university, a study examined the practice of invoking others' voices as displays of how the participants have come to know about some particular information, and of their stances toward what they report. The study focused on voicing and its associated linguistic features in several different topical and sequential contexts: presenting problems, solving problems, seeking a second opinion, and establishing authority and credibility. Data were gathered by recording and analyzing 11 counseling sessions. Results suggest that invoking others' voices enables students to orient the counselor to the problem at hand, impose a strong interactional demand for the counselor to address the problem, and elicit a second assessment from the counselor. While pressing the students for the sources of information about university rules and requirements, the counselors themselves freely appropriate and superimpose the "voice" of the institution. Placements of voicing and the respective modal/temporal choices in the reporting and commentary show that speakers' construction of a past interaction embodies not only a reflection of his/her version of the interaction itself, but also embodies stances consequential for the here and now. Contains 18 references. (Author/MSE)