Reported Thought in Writing Center Talk: A Resource for Doing Support and Socialization

Autor/in	Haen, Mike
Titel	Reported Thought in Writing Center Talk: A Resource for Doing Support and Socialization
Quelle	In: Studies in Applied Linguistics & TESOL, 19 (2019) 1, S.17-34 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2576-2907
Schlagwörter	Laboratories; Writing (Composition); Discourse Analysis; Interpersonal Communication; Communication (Thought Transfer); Socialization; Academic Language; Reading; Interaction; Tutoring; Writing Instruction; Writing Teachers; Teacher Student Relationship; Tutors; Inner Speech (Subvocal) + Suchen Sie Ihr Suchwort? Laboratory; Laboratorium; Schreibübung; Diskursanalyse; Interpersonale Kommunikation; Communication; thought; Kommunikation; Gedanke; Socialisation; Sozialisation; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Leseprozess; Lesen; Interaktion; Förderkonzept; Nachhilfeunterricht; Schreibunterricht; Teacher student relationships; Lehrer-Schüler-Beziehung; Förderlehrer; Lehrender; Tutor; Inneres Sprechen
Abstract	Drawing on conversation analysis (CA), this study examines reported thought (e.g., "you're like 'do I really have to do that?'") and its function in writing center talk. Previous related studies, which are informed by Goffman's (1981) notion of footing, have demonstrated how reported thought (RT) is a resource for modeling undesirable reactions and conveying criticisms in instructional interaction (Park, 2018; Sandlund, 2014). Extending this previous research on RT, I show how tutorial participants also produce RT to accomplish two kinds of supportive action: (1) praising drafts and (2) affiliating with interlocutors' stances. With RT, tutors can "depersonalize" (Waring, 2017, p. 26) their positive assessments of writers' drafts and demonstrate sympathetic understanding of writers' complaints. In line with recent research (Baffy, 2018; Brown, 2010), this analysis offers additional evidence that RT is integral for socialization, or conveying and reinforcing key practices, processes, and values in academic writing and reading. To conclude, I consider how future work on RT in writing center talk, specifically on its utility for representing and constructing audiences, might inform teaching pedagogy and future research. (As Provided).
Anmerkungen	Teachers College, Columbia University. 525 West 120th Street, New York, NY 10027. e-mail: tcsalt@tc.columbia.edu; Web site: https://tesolal.columbia.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01