Difference between revisions of "Szymanski2003"
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|BibType=ARTICLE | |BibType=ARTICLE | ||
|Author(s)=Margaret H. Szymanski | |Author(s)=Margaret H. Szymanski | ||
− | |Title=Producing | + | |Title=Producing text through talk: question-answering activity in classroom peer groups |
|Tag(s)=EMCA; Question-answer pairs; Wriring | |Tag(s)=EMCA; Question-answer pairs; Wriring | ||
|Key=Szymanski2003 | |Key=Szymanski2003 | ||
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|Volume=13 | |Volume=13 | ||
|Number=4 | |Number=4 | ||
− | |Pages= | + | |Pages=533–563 |
− | |Abstract=This conversation-analytic study examines how students in peer groups interact and | + | |URL=https://www.sciencedirect.com/science/article/pii/S0898589803000032 |
− | organize their own literacy learning activity to accomplish written question-answering | + | |DOI=10.1016/S0898-5898(03)00003-2 |
− | tasks based on their reading of a story. Written question-answering tasks, especially | + | |Abstract=This conversation-analytic study examines how students in peer groups interact and organize their own literacy learning activity to accomplish written question-answering tasks based on their reading of a story. Written question-answering tasks, especially those designed for literacy learning, require students to answer questions as an academic task—to “do answering.” A turn-by-turn analysis of the students’ talk-in-interaction shows that for the students examined in this study, “doing answering” involves two sub-activities. One sub-activity, question-answering, is to produce a substantive answer to the question as one would do in ordinary conversation. Then to fulfill the requirements of the written task, a second sub-activity, answer-framing, involves moving the answer from its conversationally-framed grammar to a written grammatical frame. The findings reveal the various methods or patterned ways in which the question-answering and answer-framing sub-activities are accomplished through the students’ peer group talk-in-interaction. |
− | those designed for literacy learning, require students to answer questions as an academic | ||
− | task—to “do answering.” A turn-by-turn analysis of the students’ talk-in-interaction | ||
− | shows that for the students examined in this study, “doing answering” involves two | ||
− | sub-activities. One sub-activity, question-answering, is to produce a substantive answer | ||
− | to the question as one would do in ordinary conversation. Then to | ||
− | |||
− | answer from its conversationally-framed grammar to a written grammatical frame. The | ||
− | |||
− | and answer-framing sub-activities are accomplished through the students’ peer group | ||
− | talk-in-interaction. | ||
}} | }} |
Latest revision as of 01:32, 31 October 2019
Szymanski2003 | |
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BibType | ARTICLE |
Key | Szymanski2003 |
Author(s) | Margaret H. Szymanski |
Title | Producing text through talk: question-answering activity in classroom peer groups |
Editor(s) | |
Tag(s) | EMCA, Question-answer pairs, Wriring |
Publisher | |
Year | 2003 |
Language | English |
City | |
Month | |
Journal | Linguistics and Education |
Volume | 13 |
Number | 4 |
Pages | 533–563 |
URL | Link |
DOI | 10.1016/S0898-5898(03)00003-2 |
ISBN | |
Organization | |
Institution | |
School | |
Type | |
Edition | |
Series | |
Howpublished | |
Book title | |
Chapter |
Abstract
This conversation-analytic study examines how students in peer groups interact and organize their own literacy learning activity to accomplish written question-answering tasks based on their reading of a story. Written question-answering tasks, especially those designed for literacy learning, require students to answer questions as an academic task—to “do answering.” A turn-by-turn analysis of the students’ talk-in-interaction shows that for the students examined in this study, “doing answering” involves two sub-activities. One sub-activity, question-answering, is to produce a substantive answer to the question as one would do in ordinary conversation. Then to fulfill the requirements of the written task, a second sub-activity, answer-framing, involves moving the answer from its conversationally-framed grammar to a written grammatical frame. The findings reveal the various methods or patterned ways in which the question-answering and answer-framing sub-activities are accomplished through the students’ peer group talk-in-interaction.
Notes