Quoting the Academe in Writing Conference Explanations
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| Title: | Quoting the Academe in Writing Conference Explanations |
|---|---|
| Language: | English |
| Authors: | Kelly Katherine Frantz |
| Source: | Studies in Applied Linguistics & TESOL. 2024 24(2):15-18. |
| Availability: | Teachers College, Columbia University. 525 West 120th Street, New York, NY 10027. e-mail: tcsalt@tc.columbia.edu; Web site: https://tesolal.columbia.edu |
| Peer Reviewed: | Y |
| Page Count: | 4 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Writing (Composition), Conferences (Gatherings), Consultants, Writing Teachers, Writing Instruction, Higher Education, Student Improvement, Academic Language, Discourse Communities, Graduate Study, Laboratories, Graduate Students, Doctoral Students, Research Papers (Students), Writing Assignments, Writing Evaluation, Interpersonal Relationship, Tutors, Peer Teaching |
| ISSN: | 2576-2907 |
| Abstract: | Writing conferences are rich pedagogical settings to explore explanations. In contrast to teachers, writing consultants are usually peer tutors, straddling the roles of instructor and fellow student (North, 1984). This creates a unique situation where consultant-writer dyads must interactionally manage questions of expertise and authority (Carino, 2003). One way consultants manage this is through intertextuality, or the voicing of others. When consultants explain writing concepts, they often juggle many voices, from those of professors to authors to the writers' own texts. Of particular interest in the present paper is the voice of the academe. A main institutional goal of writing conferences is to help students improve their academic writing; therefore, at various points in the conferences, consultants explain the norms, language, and expectations of the target academic discourse community. While this intertextual nature of writing conferences has not yet been explored, we can expect that in order to help writers learn the target "speech genre" (Bakhtin, 1981) of the academe, consultants must inevitably connect their current explanations to prior discourse. In some ways, consultants act as information conduits, helping writers understand what is expected of them by professors or other readers of their work. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1460023 |
| Database: | ERIC |
| Abstract: | Writing conferences are rich pedagogical settings to explore explanations. In contrast to teachers, writing consultants are usually peer tutors, straddling the roles of instructor and fellow student (North, 1984). This creates a unique situation where consultant-writer dyads must interactionally manage questions of expertise and authority (Carino, 2003). One way consultants manage this is through intertextuality, or the voicing of others. When consultants explain writing concepts, they often juggle many voices, from those of professors to authors to the writers' own texts. Of particular interest in the present paper is the voice of the academe. A main institutional goal of writing conferences is to help students improve their academic writing; therefore, at various points in the conferences, consultants explain the norms, language, and expectations of the target academic discourse community. While this intertextual nature of writing conferences has not yet been explored, we can expect that in order to help writers learn the target "speech genre" (Bakhtin, 1981) of the academe, consultants must inevitably connect their current explanations to prior discourse. In some ways, consultants act as information conduits, helping writers understand what is expected of them by professors or other readers of their work. |
|---|---|
| ISSN: | 2576-2907 |
