Frazier2007
| Frazier2007 | |
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| BibType | ARTICLE |
| Key | Frazier2007 |
| Author(s) | Stefan Frazier |
| Title | Tellings of remembrances “touched off” by student reports in group work in undergraduate writing classes |
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| Tag(s) | undergraduate education, instruction, writing classes, student reports, touched-off remembrances |
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| Year | 2007 |
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| Journal | Applied Linguistics |
| Volume | 28 |
| Number | 2 |
| Pages | 189–210 |
| URL | Link |
| DOI | 10.1093/applin/amm002 |
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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.
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