Student writing in higher education: From texts to practices to textual practices

被引：2

作者：

Lymer, Gustav ^{[1
]}

Lindwall, Oskar ^{[2
]}

Greiffenhagen, Christian ^{[3
]}

机构：

[1] Stockholm Univ, Dept Educ, SE-10619 Stockholm, Sweden

[2] Univ Gothenburg, Dept Appl IT, S-41296 Gothenburg, Sweden

[3] Hong Kong Polytech Univ, Dept Appl Social Sci, Hong Kong, Peoples R China

来源：

LINGUISTICS AND EDUCATION | 2024年 / 80卷

关键词：

Academic literacies; Academic writing; Conversation analysis; Ethnomethodology; ACADEMIC LITERACIES; ADVICE; ORGANIZATION; LANGUAGE; SUPERVISION; RESISTANCE; QUESTIONS; TUTORIALS; RESOURCE; IDENTITY;

D O I：

10.1016/j.linged.2023.101247

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

In this article, recordings of academic supervision interactions are examined to inform a discussion of how 'texts' and 'practices' have been conceptualized in Academic Literacies (AL) research. AL perspectives have contributed to a shift in focus, from texts as linguistic objects to the practices in which texts are embedded. With a starting point in ethnomethodology and conversation analysis, we demonstrate the relevance of proximal textual practices as an intermediary between texts and the more abstract dimensions of practice targeted by AL, such as ideology, power, and institutional processes. Thereby we extend initiatives in AL to highlight direct interaction between learners and tutors as central to academic literacies pedagogy, and demonstrate the potential of detailed conversation analytic and ethnomethodological analysis for shedding light on the practices within which texts are embedded in the learning and teaching of academic writing.

引用

页数：13

共 56 条

[1]

AMERINE R, 1988, HUM STUD, V11, P327

[2] Formulations and the facilitation of common agreement in meetings talk [J].

Barnes, Rebecca .

TEXT & TALK, 2007, 27 (03) :273-296

[3] Questions as literacy practice and boundary object in a teacher education setting [J].

Blasjo, Mona ;

Christensson, Johan .

LINGUISTICS AND EDUCATION, 2018, 48 :85-95

[4] Implementing incipient actions: The discourse marker 'so' in English conversation [J].

Bolden, Galina B. .

JOURNAL OF PRAGMATICS, 2009, 41 (05) :974-998

[5]

Boz C., 2015, Working with academic literacies: Case studies towards transformative practice, P345

[6]

Cargill M., 2000, Prospect, V15, P27

[7]

Carless D., 2016, Encyclopedia of Educational Philosophy and Theory, P1, DOI [DOI 10.1007/978-981-287-532-7164-1, 10.1007/978-981-287-532-7_389-1, DOI 10.1007/978-981-287-532-7_389-1]

[8] Crafting claims about sustainability assessment: The situated practice of guiding university students into producing and presenting conclusions [J].

Eriksson, Ann-Marie .

LINGUISTICS AND EDUCATION, 2015, 30 :97-113

[9] Supervision at the outline stage: introducing and encountering issues of sustainable development through academic writing assignments [J].

Eriksson, Ann-Marie ;

Makitalo, Asa .

TEXT & TALK, 2015, 35 (02) :123-153

[10] Referencing as practice: Learning to write and reason with other people's texts in environmental engineering education [J].

Eriksson, Ann-Marie ;

Makitalo, Asa .

LEARNING CULTURE AND SOCIAL INTERACTION, 2013, 2 (03) :171-183

← 1 2 3 4 5 6 →