View in EDS

Quoting the Academe in Writing Conference Explanations

Saved in:
Bibliographic Details
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
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1460023
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ1460023
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Quoting the Academe in Writing Conference Explanations
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Kelly+Katherine+Frantz%22">Kelly Katherine Frantz</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Studies+in+Applied+Linguistics+%26+TESOL%22"><i>Studies in Applied Linguistics & TESOL</i></searchLink>. 2024 24(2):15-18.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Teachers College, Columbia University. 525 West 120th Street, New York, NY 10027. e-mail: tcsalt@tc.columbia.edu; Web site: https://tesolal.columbia.edu
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 4
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2024
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Writing+%28Composition%29%22">Writing (Composition)</searchLink><br /><searchLink fieldCode="DE" term="%22Conferences+%28Gatherings%29%22">Conferences (Gatherings)</searchLink><br /><searchLink fieldCode="DE" term="%22Consultants%22">Consultants</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Teachers%22">Writing Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Instruction%22">Writing Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Improvement%22">Student Improvement</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Language%22">Academic Language</searchLink><br /><searchLink fieldCode="DE" term="%22Discourse+Communities%22">Discourse Communities</searchLink><br /><searchLink fieldCode="DE" term="%22Graduate+Study%22">Graduate Study</searchLink><br /><searchLink fieldCode="DE" term="%22Laboratories%22">Laboratories</searchLink><br /><searchLink fieldCode="DE" term="%22Graduate+Students%22">Graduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Doctoral+Students%22">Doctoral Students</searchLink><br /><searchLink fieldCode="DE" term="%22Research+Papers+%28Students%29%22">Research Papers (Students)</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Assignments%22">Writing Assignments</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Evaluation%22">Writing Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Relationship%22">Interpersonal Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Tutors%22">Tutors</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Teaching%22">Peer Teaching</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2576-2907
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1460023
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1460023
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 4
        StartPage: 15
    Subjects:
      – SubjectFull: Writing (Composition)
        Type: general
      – SubjectFull: Conferences (Gatherings)
        Type: general
      – SubjectFull: Consultants
        Type: general
      – SubjectFull: Writing Teachers
        Type: general
      – SubjectFull: Writing Instruction
        Type: general
      – SubjectFull: Higher Education
        Type: general
      – SubjectFull: Student Improvement
        Type: general
      – SubjectFull: Academic Language
        Type: general
      – SubjectFull: Discourse Communities
        Type: general
      – SubjectFull: Graduate Study
        Type: general
      – SubjectFull: Laboratories
        Type: general
      – SubjectFull: Graduate Students
        Type: general
      – SubjectFull: Doctoral Students
        Type: general
      – SubjectFull: Research Papers (Students)
        Type: general
      – SubjectFull: Writing Assignments
        Type: general
      – SubjectFull: Writing Evaluation
        Type: general
      – SubjectFull: Interpersonal Relationship
        Type: general
      – SubjectFull: Tutors
        Type: general
      – SubjectFull: Peer Teaching
        Type: general
    Titles:
      – TitleFull: Quoting the Academe in Writing Conference Explanations
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Kelly Katherine Frantz
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2024
          Identifiers:
            – Type: issn-electronic
              Value: 2576-2907
          Numbering:
            – Type: volume
              Value: 24
            – Type: issue
              Value: 2
          Titles:
            – TitleFull: Studies in Applied Linguistics & TESOL
              Type: main
ResultId 1