Academic Writing Tutorials for International Students
Deferring to an expert and follow-up advice
Bibliographic Data
| ID | 21590255 |
|---|---|
| Authors | Christopher Leyland (0000-0003-1857-3491, Newcastle University, corresponding author) |
| Year | 2020 |
| Volume | 34 |
| Issue | 3 |
| Pages | 212-230 |
| Publication date | 2020-05-03 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Language and Education (JOURNAL) |
| Journal identifiers | ISSN: 0950-0782 • E-ISSN: 1747-7581 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/09500782.2019.1682008 |
| OpenAlex | W3007812873 |
| Language | EN |
| Citations received | 8 |
| References cited | 34 |
To support international students using English as a second language, many universities now provide access to one-to-one writing tutorials with language teaching specialists. Although writing tutorials have become widespread, the current study is one of very few investigations into their interactional unfolding. This study examines advice giving as an interactional practice in 21 video recorded writing tutorials at a British university. Using Conversation Analysis and drawing upon Membership Categorisation Analysis, this study highlights two main contextual features of writing tutorials. First, advice is given in a context in which students can make use of two advising bodies for their studies; writing tutors and academic tutors. Second, although the writing tutors cannot give definitive advice on some issues raised by students and defer to their academic tutor, there still remains an interactional opportunity to offer some alternative forms of support during the tutorial. This study will primarily focus on the writing tutors’ post-deferral supporting practices. Despite claims that the writing tutors’ lack of subject-specific knowledge can lead to ineffective support, this study argues that writing tutorials with generalist language teaching specialists are a valuable site for international students to develop institutional knowledge that can support effective contact with academic tutors
Academic writing · Conversation · Conversation analysis · Curriculum · Mathematics education · Pedagogy · Professional writing · TUTOR · Writing center · Computer Science · Discourse Analysis in Language Studies · EFL/ESL Teaching and Learning · Language, Discourse, Communication Strategies · Psychology
Learner-centered EAP practices
Group-based assessments and L2 interactional competence
Prompting learners to use target language forms
Building word knowledge through integrated vocabulary explanations in ESL tutorials
The interactional construction of the academic reader in writing tutorials for international students
Mobilizing ‘context’
Digital in-text comments in video-mediated second language writing tutorials
Advice Resistance in Undergraduate Supervision Meetings
Structures of Social Action
Agreeing and disagreeing with assessments
The interactional management of claims of insufficient knowledge in English language classrooms
Some Practices for Referring to Persons in Talk-in-Interaction
Glossary of transcript symbols with an introduction
Talk at work
Lectures on Conversation
Individual Consultations
Student-Initiated Advice in Academic Supervision
Managing the Moral Implications of Advice in Informal Interaction
Zones of Expertise and the Management of Uncertainty in Genetics Risk Communication
Co-Constructing Institutional Identities
Advice-implicative Interrogatives
Embodying the institution—Object manipulation in developing interaction in study counselling meetings
Avoiding Providing Solutions
Why do these people’s opinions matter?’ Positioning known referents as unnameable others
The multi-functionality of accounts in advice giving1
Reported thought as (hypothetical) assessment
A Simplest Systematics for the Organization of Turn-Taking for Conversation
The Delivery and Receipt of Safer Sex Advice in Pretest Counseling Sessions for Hiv and Aids
Claiming Insufficient Knowledge
| Citations per year | 1.6 |
|---|---|
| Citation span | 2021 - 2026 (6) |
| Highly cited | No |