Writing Conferences as Mediated Worlds: Forms of Talk in L2 Writing Conferences
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The linguistic and contextual features of writing conferences have been studied in both L1 and L2 settings. Based on previous literature regarding writing conferences, this study analyzes L2 writing conference talk collected in an experimental tutorial in which the researcher was the tutor. The data was analyzed according to two types of discourse features: participation structures and contextualization cues. Findings suggest that revision talk in this study seems to have followed a basic IRE structure, although students on occasion initiated new topics, thus showing their own agency and less asymmetric power between tutor and students. In addition, revision talk made plentiful use of contextualization cues. The context of the writing conferences studied is also described in detail, as is the role of the author/tutor as academic mediator. This study may provide a preliminary description of a special and in some ways unique site for “learning the ropes” of academic writing.
Abstract
The linguistic and contextual features of writing conferences have been studied in both L1 and L2 settings. Based on previous literature regarding writing conferences, this study analyzes L2 writing conference talk collected in an experimental tutorial in which the researcher was the tutor. The data was analyzed according to two types of discourse features: participation structures and contextualization cues. Findings suggest that revision talk in this study seems to have followed a basic IRE structure, although students on occasion initiated new topics, thus showing their own agency and less asymmetric power between tutor and students. In addition, revision talk made plentiful use of contextualization cues. The context of the writing conferences studied is also described in detail, as is the role of the author/tutor as academic mediator. This study may provide a preliminary description of a special and in some ways unique site for “learning the ropes” of academic writing.
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