Article published in:Writing in interaction
Edited by Lorenza Mondada
[Language and Dialogue 6:1] 2016
► pp. 179–204
Gaining access to another participant’s writing in the classroom
Prior conversation analytic studies have shown that writing is a multifaceted activity, one that is accomplished in different participation configurations and through different practices of text production. A key factor that organises writing is whether participants jointly produce one text or write their own texts individually. While this choice is sometimes institutionally regulated (e.g. when counsellors take notes only for themselves), in some settings participants can manage the ‘jointness’ of writing. This article explores such management by examining how students seek and gain access to another student’s writing during individual writing tasks. The multimodal analysis focuses on sequences where students consult or share task answer formulations with each other, showing some routine ways — verbal and embodied — of negotiating such access. The focal sequences are a site of moral negotiation about where the borderline between individual and social lies, which manifests itself through different ways of seeking and granting (or blocking) access.
Keywords: classroom, multimodality, social interaction, writing tasks
Published online: 19 May 2016
2015 “ ‘Don’t Tell Him Just Help Him’: Restricted Interactional Activity during a Classroom Writing Lesson.” In Producing and Managing Restricted Activities: Avoidance and Withholding in Institutional Interaction, ed. by Fabienne H.G. Chevalier and John Moore, 181–204. Amsterdam/Philadelphia: John Benjamins.
Eriksson, Ann-Marie, and Åsa Mäkitalo
Haddington, Pentti, Tiina Keisanen, Lorenza Mondada, and Maurice Nevile
Hakulinen, Auli, Maria Vilkuna, Riitta Korhonen, Vesa Koivisto, Tarja Riitta Heinonen, and Irja Alho
2013 “Group Planning among L2 Learners of Italian: A Conversation Analytic Perspective.” Doctoral dissertation. University of Illinois at Urbana-Champaign.
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This issue. “Nodding and Note-Taking.”
Szymanski, Margaret H.
Tholander, Michael, and Karin Aronsson
Waring, Hansun Zhang
Wilkinson, Ray, Steven Bloch, and Michael Clarke
Cited by 6 other publications
Juvonen, Riitta, Marie Tanner, Christina Olin-Scheller, Liisa Tainio & Anna Slotte
Norén, Niklas, Helen Melander Bowden & Ann-Carita Evaldsson
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