Park2015a
| Park2015a | |
|---|---|
| BibType | ARTICLE |
| Key | Park2015a |
| Author(s) | Innhwa Park |
| Title | Requests: Knowledge and entitlement in writing tutoring |
| Editor(s) | |
| Tag(s) | Epistemics, Deontics, Tutoring, EMCA, Requests |
| Publisher | |
| Year | 2015 |
| Language | English |
| City | |
| Month | |
| Journal | Language and Communication |
| Volume | 43 |
| Number | |
| Pages | 1–10 |
| URL | Link |
| DOI | 10.1016/j.langcom.2015.03.003 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
Contributing to research on request forms and their relation to the various dimensions of authority, this conversation analytic study examines how the tutee requests for the tutor's help during the agenda-setting phase of writing tutoring interactions. In particular, this study analyzes two distinct request forms (e.g., I don't know x vs. I want x) used by the tutee and argues that the tutee invokes the domains of knowledge and entitlement as meaningful alternatives in making a request. The data consist of approximately 14 h of video-recordings collected at a U.S. university writing center. The investigation shows how the interactional goal (e.g., knowledge development) as well as the external reality (e.g., writing stage) are conveyed and utilized in real time interactions.
Notes
