Difference between revisions of "Thonus2016"
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|Author(s)=Terese Thonus | |Author(s)=Terese Thonus | ||
|Title=Time to say goodbye: Writing center consultation closings | |Title=Time to say goodbye: Writing center consultation closings | ||
| − | |Tag(s)=EMCA; Closings; Writing; Service Encounter; | + | |Tag(s)=EMCA; Closings; Writing; Service Encounter; |
|Key=Thonus2016 | |Key=Thonus2016 | ||
|Year=2016 | |Year=2016 | ||
| + | |Language=English | ||
|Journal=Linguistics and Education | |Journal=Linguistics and Education | ||
|Volume=33 | |Volume=33 | ||
| − | |Pages= | + | |Pages=40–55 |
|URL=http://www.sciencedirect.com/science/article/pii/S0898589815001060 | |URL=http://www.sciencedirect.com/science/article/pii/S0898589815001060 | ||
| − | |DOI= | + | |DOI=10.1016/j.linged.2015.12.002 |
|Abstract=College and university writing centers offer rich opportunities for peer-to-peer interaction about writing. Closings in these interactions are an important window through which to view participant talk-in-interaction along the mundane-institutional continuum. A study of closings in 58 writing consultations in English was conducted at two university writing centers. A five-phase apparatus was used to analyze closing structure. Subtle differences were found when comparing closings in the two writing centers and when comparing consultations with first- and second-language writers. The infrequency of complete closings and of terminal phases suggested that consultations were often constructed as institutional service encounters. However, some consultants and writers disrupted closings by inserting relational (mundane) talk. These results inform and challenge current writing center theory and consulting practice. They also suggest that all educators would do well to consider conversational closings. | |Abstract=College and university writing centers offer rich opportunities for peer-to-peer interaction about writing. Closings in these interactions are an important window through which to view participant talk-in-interaction along the mundane-institutional continuum. A study of closings in 58 writing consultations in English was conducted at two university writing centers. A five-phase apparatus was used to analyze closing structure. Subtle differences were found when comparing closings in the two writing centers and when comparing consultations with first- and second-language writers. The infrequency of complete closings and of terminal phases suggested that consultations were often constructed as institutional service encounters. However, some consultants and writers disrupted closings by inserting relational (mundane) talk. These results inform and challenge current writing center theory and consulting practice. They also suggest that all educators would do well to consider conversational closings. | ||
| − | |||
}} | }} | ||
Latest revision as of 10:04, 22 December 2019
| Thonus2016 | |
|---|---|
| BibType | ARTICLE |
| Key | Thonus2016 |
| Author(s) | Terese Thonus |
| Title | Time to say goodbye: Writing center consultation closings |
| Editor(s) | |
| Tag(s) | EMCA, Closings, Writing, Service Encounter |
| Publisher | |
| Year | 2016 |
| Language | English |
| City | |
| Month | |
| Journal | Linguistics and Education |
| Volume | 33 |
| Number | |
| Pages | 40–55 |
| URL | Link |
| DOI | 10.1016/j.linged.2015.12.002 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
College and university writing centers offer rich opportunities for peer-to-peer interaction about writing. Closings in these interactions are an important window through which to view participant talk-in-interaction along the mundane-institutional continuum. A study of closings in 58 writing consultations in English was conducted at two university writing centers. A five-phase apparatus was used to analyze closing structure. Subtle differences were found when comparing closings in the two writing centers and when comparing consultations with first- and second-language writers. The infrequency of complete closings and of terminal phases suggested that consultations were often constructed as institutional service encounters. However, some consultants and writers disrupted closings by inserting relational (mundane) talk. These results inform and challenge current writing center theory and consulting practice. They also suggest that all educators would do well to consider conversational closings.
Notes
