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.
1989 “The Evaluation Cycle for Language Learning Tasks.” In The Second Language Curriculum, ed. by Robert Johnson, 187–206. Cambridge: Cambridge University Press.
Cromdal, Jakob
2004 “Building Bilingual Oppositions: Code-Switching in Children’s Disputes.” Language in Society 33 (1): 33–58.
Cromdal, Jakob
2005 “Bilingual Order in Collaborative Word Processing: On Creating an English Text in Swedish.” Journal of Pragmatics 37 (3): 329–53.
Davidson, Christina
2007a “Independent Writing in Current Approaches to Writing Instruction: What Have We Overlooked?” English Teaching: Practice and Critique 6 (1): 11–24.
Davidson, Christina
2007b “Routine Encounters During Independent Writing: Explicating Taken-for-Granted Interaction.” Language and Education 21 (6): 473–86.
2013 “Multimodal Interaction from a Conversation Analytic Perspective.” Journal of Pragmatics 46 (1): 1–7.
Eriksson, Ann-Marie, and Åsa Mäkitalo
2013“Referencing as Practice: Learning to Write and Reason with Other People’s Texts in Environmental Engineering Education.”Learning, Culture and Social Interaction 2 (3): 171–83.
Eriksson, Ann-Marie, and Åsa Mäkitalo
2015 “Supervision at the Outline Stage: Introducing and Encountering Issues of Sustainable Development through Academic Writing Assignments.” Text & Talk 35 (2): 123–53.
Goodwin, Charles
2000 “Action and Embodiment within Situated Human Interaction.” Journal of Pragmatics 321: 1489–1522.
Haddington, Pentti, Tiina Keisanen, Lorenza Mondada, and Maurice Nevile
2010 “Writing through Two Languages: First Language Expertise in a Language Minority Classroom.” Journal of Second Language Writing 19 (3): 121–42.
Kibler, Amanda
2011 “Understanding the ‘mmhm’: Dilemmas in Talk between Teachers and Adolescent Emergent Bilingual Students.” Linguistics and Education 22 (3): 213–32.
Komter, Martha
2006 “From Talk to Text: The Interactional Construction of a Police Record.” Research on Language and Social Interaction 39 (3): 201–28.
Komter, Martha
2012 “The Career of a Suspect’s Statement: Talk, Text, Context.” Discourse Studies 14 (6): 731–52.
Koole, Tom
2007 “Parallel Activities in the Classroom.” Language and Education 21 (6): 487–501.
Koshik, Irene
2002 “Designedly Incomplete Utterances: A Pedagogical Practice for Eliciting Knowledge Displays in Error Correction Sequences.” Research on Language and Social Interaction 35 (3): 277–309.
Koshik, Irene
2003 “Wh-Questions Used as Challenges.” Discourse Studies 5 (1): 51–77.
Kunitz, Silvia
2013 “Group Planning among L2 Learners of Italian: A Conversation Analytic Perspective.” Doctoral dissertation. University of Illinois at Urbana-Champaign.
Kunitz, Silvia
2015 “Scriptlines as Emergent Artifacts in Collaborative Group Planning.” Journal of Pragmatics 761: 135–49.
Lerner, Gene H
1995 “Turn Design and the Organization of Participation in Instructional Activities.” Discourse Processes 191: 111–31.
Majlesi, Ali Reza
2014 “Finger Dialogue: The Embodied Accomplishment of Learnables in Instructing Grammar on a Worksheet.” Journal of Pragmatics 641 (April): 35–51.
Markee, Numa, and Silvia Kunitz
2013 “Doing Planning and Task Performance in Second Language Acquisition: An Ethnomethodological Respecification.” Language Learning 63 (4): 629–64.
Mchoul, Alexander
1978 “The Organization of Turns at Formal Talk in the Classroom.” Language in Society 7 (2): 183–213.
Mehan, Hugh
1979 “ ‘What Time Is It, Denise?’: Asking Known Information Questions in Classroom Discourse.” Theory Into Practice 18 (4): 285–94.
Mondada, Lorenza
2007 “Multimodal Resources for Turn-Taking: Pointing and the Emergence of Possible next Speakers.” Discourse Studies 9 (2): 194–225.
Mondada, Lorenza
2014 “The Local Constitution of Multimodal Resources for Social Interaction.” Journal of Pragmatics 651: 137–56.
Mortensen, K
2013 “Writing Aloud: Some Interactional Functions of the Public Display of Emergent Writing.”
Conference proceedings for Participatory Innovation Conference 2013 Lahti, Finland
, 119–25.
Musk, Nigel
2014 “Avoiding the Target Language with the Help of Google: Managing Language Choices in Gathering Information for EFL Project Work.” TESOL Quarterly 48 (1): 110–35.
Nissi, Riikka
2015 “From Entry Proposals to a Joint Statement: Practices of Shared Text Production in Multiparty Meeting Interaction.” Journal of Pragmatics 791: 1–21.
Pälli, Pekka, and Esa Lehtinen
2014 “Making Objectives Common in Performance Appraisal Interviews.” Language & Communication 391 (2014) Elsevier Ltd: 92–108.
Park, Innhwa
2012 “Asking Different Types of Polar Questions: The Interplay between Turn, Sequence, and Context in Writing Conferences.” Discourse Studies 14 (5): 613–33.
Park, Innhwa
2015 “Requests: Knowledge and Entitlement in Writing Tutoring.” Language & Communication 431: 1–10.
Stevanovic, Melisa, and Anssi Peräkylä
2012 “Deontic Authority in Interaction: The Right to Announce, Propose, and Decide.” Research on Language and Social Interaction 45 (3): 297–321.
Svinhufvud, Kimmo
This issue. “Nodding and Note-Taking.”
Svinhufvud, Kimmo
2013“Papers, Documents, and the Opening of an Academic Supervision Encounter” 33 (1): 139–66.
Szymanski, Margaret H
1999 “Re-Engaging and Dis-Engaging Talk in Activity.” Language in Society 28 (1): 1–23.
Szymanski, Margaret H
2003 “Producing Text through Talk: Question-Answering Activity in Classroom Peer Groups.” Linguistics and Education 13 (4): 533–63.
Tholander, Michael, and Karin Aronsson
2003 “Doing Subteaching in School Group Work: Positionings, Resistance and Participation Frameworks.” Language and Education 17 (3): 208–34.
Waring, Hansun Zhang
2005 “Peer Tutoring in a Graduate Writing Centre: Identity, Expertise, and Advice Resisting.” Applied Linguistics 26 (2): 141–68.
Wilkinson, Ray, Steven Bloch, and Michael Clarke
2011 “On the Use of Graphic Organisers in Interaction by People with Communication Disorders.” In Embodied Interaction: Language and Body in the Material World, ed. by Jürgen Streeck, Charles Goodwin, and Curtis Lebaron, 152–68. Cambridge: Cambridge University Press.
Young, Richard F., and Elizabeth R. Miller
2004 “Learning as Changing Participation: Discourse Roles in ESL Writing Conferences.” Modern Language Journal 88 (4): 519–35.
Cited by
Cited by 11 other publications
Jakonen, Teppo
2019. The integration of content and language in students’ task answer production in the bilingual classroom. International Journal of Bilingual Education and Bilingualism 22:4 ► pp. 428 ff.
Juvonen, Riitta, Marie Tanner, Christina Olin-Scheller, Liisa Tainio & Anna Slotte
2019. ‘Being stuck’. Analyzing text-planning activities in digitally rich upper secondary school classrooms. Learning, Culture and Social Interaction 21 ► pp. 196 ff.
Lefebvre, Augustin
2019. The Anatomy of Learning a Foreign Language in Classroom with a Textbook: An Interactional and Multimodal Approach. In Reconceptualizing Connections between Language, Literacy and Learning [Educational Linguistics, 39], ► pp. 55 ff.
Magnusson, Simon
2021. Establishing jointness in proximal multiparty decision-making: The case of collaborative writing. Journal of Pragmatics 181 ► pp. 32 ff.
Mlynář, Jakub
2023. Lifting the pen and the gaze: embodied recruitment in collaborative writing. Text & Talk 43:1 ► pp. 69 ff.
Nissi, Riikka & Esa Lehtinen
2022. Digital Documenting Practices: Collaborative Writing in Workplace Training. Written Communication 39:4 ► pp. 564 ff.
Norén, Niklas, Helen Melander Bowden & Ann-Carita Evaldsson
2022. Young students’ treatment of synthetic voicing as an interactional resource in digital writing. Classroom Discourse 13:3 ► pp. 241 ff.
Salomaa, Elina & Esa Lehtinen
2023. Public note-taking on a digital platform as a workplace practice. Discourse Studies 25:6 ► pp. 775 ff.
Savijärvi, Marjo, Riitta Juvonen & Anna Slotte
2022. Translatory sequences as collaborative achievements in bilingual workshops for primary school children. Journal of Pragmatics 202 ► pp. 129 ff.
Weiste, Elina, Inka Koskela, Aku Kallio, Hanna Keränen, Sanna Pesonen, Erja Sormunen, Pirjo Juvonen-Posti & Johanna Ruusuvuori
2023. Balancing participation in writing meeting minutes online in video-mediated return-to-work negotiations. Frontiers in Communication 8
This list is based on CrossRef data as of 3 april 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
Any errors therein should be reported to them.