Difference between revisions of "Frazier2007"
AndreiKorbut (talk | contribs) (Created page with "{{BibEntry |BibType=ARTICLE |Author(s)=Stefan Frazier |Title=Tellings of Remembrances "Touched Off" by Student Reports in Group Work in Undergraduate Writing Classes |Tag(s)=u...") |
AndreiKorbut (talk | contribs) |
||
| Line 2: | Line 2: | ||
|BibType=ARTICLE | |BibType=ARTICLE | ||
|Author(s)=Stefan Frazier | |Author(s)=Stefan Frazier | ||
| − | |Title=Tellings of | + | |Title=Tellings of remembrances “touched off” by student reports in group work in undergraduate writing classes |
|Tag(s)=undergraduate education; instruction; writing classes; student reports; touched-off remembrances | |Tag(s)=undergraduate education; instruction; writing classes; student reports; touched-off remembrances | ||
|Key=Frazier2007 | |Key=Frazier2007 | ||
| Line 10: | Line 10: | ||
|Number=2 | |Number=2 | ||
|Pages=189–210 | |Pages=189–210 | ||
| − | |URL= | + | |URL=https://academic.oup.com/applij/article/28/2/189/158189 |
|DOI=10.1093/applin/amm002 | |DOI=10.1093/applin/amm002 | ||
|Abstract=Instructors of college/university writing classes commonly ask their students to ‘share their ideas’ in groups. This paper aims to describe the sequential structures of a kind of talk typical to group work: students presenting ‘reports’ about early written drafts. Specifically, the data analysis in this paper looks at how a student's report ‘touches off’ another student's telling of a remembrance caused by the report, which in turn offers a complex analysis of the just-prior report, allowing the speaker to prove rather than merely claim an understanding of the report. Touched-off remembrances (TORs) are marked in other ways than just through talk: sometimes group members orient to them via understandings of the report-giver's gestures and other embodied features. Beyond their conversation-structural actions, TORs also work to allow students to demonstrate to each other their cultural literacies—that is, they afford the opportunity to attach a cultural understanding to what they have just heard. The study, which analyzes video data of naturally occurring interactions between students in writing classes, draws its theoretical basis from conversation-analytic literature on ‘second stories’ and on analytic approaches to the way talk, gesture, and other forms of embodiment produce action in the course of interaction. | |Abstract=Instructors of college/university writing classes commonly ask their students to ‘share their ideas’ in groups. This paper aims to describe the sequential structures of a kind of talk typical to group work: students presenting ‘reports’ about early written drafts. Specifically, the data analysis in this paper looks at how a student's report ‘touches off’ another student's telling of a remembrance caused by the report, which in turn offers a complex analysis of the just-prior report, allowing the speaker to prove rather than merely claim an understanding of the report. Touched-off remembrances (TORs) are marked in other ways than just through talk: sometimes group members orient to them via understandings of the report-giver's gestures and other embodied features. Beyond their conversation-structural actions, TORs also work to allow students to demonstrate to each other their cultural literacies—that is, they afford the opportunity to attach a cultural understanding to what they have just heard. The study, which analyzes video data of naturally occurring interactions between students in writing classes, draws its theoretical basis from conversation-analytic literature on ‘second stories’ and on analytic approaches to the way talk, gesture, and other forms of embodiment produce action in the course of interaction. | ||
}} | }} | ||
Latest revision as of 08:20, 19 November 2019
| Frazier2007 | |
|---|---|
| BibType | ARTICLE |
| Key | Frazier2007 |
| Author(s) | Stefan Frazier |
| Title | Tellings of remembrances “touched off” by student reports in group work in undergraduate writing classes |
| Editor(s) | |
| Tag(s) | undergraduate education, instruction, writing classes, student reports, touched-off remembrances |
| Publisher | |
| Year | 2007 |
| Language | |
| City | |
| Month | |
| Journal | Applied Linguistics |
| Volume | 28 |
| Number | 2 |
| Pages | 189–210 |
| URL | Link |
| DOI | 10.1093/applin/amm002 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
Instructors of college/university writing classes commonly ask their students to ‘share their ideas’ in groups. This paper aims to describe the sequential structures of a kind of talk typical to group work: students presenting ‘reports’ about early written drafts. Specifically, the data analysis in this paper looks at how a student's report ‘touches off’ another student's telling of a remembrance caused by the report, which in turn offers a complex analysis of the just-prior report, allowing the speaker to prove rather than merely claim an understanding of the report. Touched-off remembrances (TORs) are marked in other ways than just through talk: sometimes group members orient to them via understandings of the report-giver's gestures and other embodied features. Beyond their conversation-structural actions, TORs also work to allow students to demonstrate to each other their cultural literacies—that is, they afford the opportunity to attach a cultural understanding to what they have just heard. The study, which analyzes video data of naturally occurring interactions between students in writing classes, draws its theoretical basis from conversation-analytic literature on ‘second stories’ and on analytic approaches to the way talk, gesture, and other forms of embodiment produce action in the course of interaction.
Notes
