Mayes2015

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Mayes2015
BibType ARTICLE
Key Mayes2015
Author(s) Patricia Mayes
Title Becoming an ‘autonomous writer’: Epistemic stance displays and membership categorization in the writing conference
Editor(s)
Tag(s) EMCA, category-bound activity, composition pedagogy, epistemic stance, identity, learner autonomy, membership categorization analysis, standardized relational pair, teacher authority, writing conference
Publisher
Year 2015
Language English
City
Month
Journal Discourse Studies
Volume 17
Number 6
Pages 752–769
URL Link
DOI 10.1177/1461445615602375
ISBN
Organization
Institution
School
Type
Edition
Series
Howpublished
Book title
Chapter

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Abstract

Although the members’ categories associated with institutional settings may seem obvious, more can be said about the actions that make them noticeable and persistent across contexts. This study investigates how epistemic stance displays make the standardized relational pair ‘teacher–student’ relevant during writing conferences in a US university. Analysis of the interaction between teachers and their students shows that teachers tended to display more knowledgeable stances concerning writing and institutional practices, whereas students displayed knowledgeable stances with respect to their own papers, indexing the immediate relevance of the ‘teacher–student’ relational pair and a tension between authority and autonomy. Further analysis reveals that participants also mentioned past and future writing activities, thus indexing the persistence of the ‘teacher–student’ pair as well as the emergence of the category ‘autonomous writer’. Additionally, participants’ orientation to the more general ‘writer–reader’ pair also functioned to index the persistent and emergent aspects of these categories.

Notes