Difference between revisions of "Waring2012"
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|Address=Amsterdam / Philadelphia | |Address=Amsterdam / Philadelphia | ||
|Booktitle=Advice in Discourse | |Booktitle=Advice in Discourse | ||
| − | |Pages= | + | |Pages=97–118 |
| − | |URL=https://benjamins.com/catalog/ | + | |URL=https://benjamins.com/catalog/pbns.221.07war |
|DOI=10.1075/pbns.221.07war | |DOI=10.1075/pbns.221.07war | ||
|Abstract=As Heritage (1997: 166) notes, it is important to build an “overall ‘map’ of the interaction in order to look at the task orientation of particular institutional discourse.” This paper depicts the overall structure of graduate peer tutoring, and more specifically, the components of an advising sequence oriented to by the participants in graduate peer tutoring. The data set consists of 15 graduate peer tutoring sessions collected over a period of four years at a US university. A detailed analysis yields a composite picture of the advising sequence, which appears to be driven by two preferences: (1) a preference for grounding one’s advice in a specific problem in the manuscript, and (2) a preference for tutee-initiated solutions. | |Abstract=As Heritage (1997: 166) notes, it is important to build an “overall ‘map’ of the interaction in order to look at the task orientation of particular institutional discourse.” This paper depicts the overall structure of graduate peer tutoring, and more specifically, the components of an advising sequence oriented to by the participants in graduate peer tutoring. The data set consists of 15 graduate peer tutoring sessions collected over a period of four years at a US university. A detailed analysis yields a composite picture of the advising sequence, which appears to be driven by two preferences: (1) a preference for grounding one’s advice in a specific problem in the manuscript, and (2) a preference for tutee-initiated solutions. | ||
}} | }} | ||
Latest revision as of 03:40, 30 November 2019
| Waring2012 | |
|---|---|
| BibType | INCOLLECTION |
| Key | Waring2012 |
| Author(s) | Hansun Zhang Waring |
| Title | The advising sequence and its preference structures in graduate peer tutoring at an American university |
| Editor(s) | Holger Limberg, Miriam A. Locher |
| Tag(s) | EMCA |
| Publisher | John Benjamins Publishing |
| Year | 2012 |
| Language | English |
| City | Amsterdam / Philadelphia |
| Month | |
| Journal | |
| Volume | |
| Number | |
| Pages | 97–118 |
| URL | Link |
| DOI | 10.1075/pbns.221.07war |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | Advice in Discourse |
| Chapter | 5 |
Abstract
As Heritage (1997: 166) notes, it is important to build an “overall ‘map’ of the interaction in order to look at the task orientation of particular institutional discourse.” This paper depicts the overall structure of graduate peer tutoring, and more specifically, the components of an advising sequence oriented to by the participants in graduate peer tutoring. The data set consists of 15 graduate peer tutoring sessions collected over a period of four years at a US university. A detailed analysis yields a composite picture of the advising sequence, which appears to be driven by two preferences: (1) a preference for grounding one’s advice in a specific problem in the manuscript, and (2) a preference for tutee-initiated solutions.
Notes
