Jakonen2016
| Jakonen2016 | |
|---|---|
| BibType | ARTICLE |
| Key | Jakonen2016 |
| Author(s) | Teppo Jakonen |
| Title | Gaining access to another participant’s writing in the classroom |
| Editor(s) | |
| Tag(s) | EMCA, social interaction, writing tasks, classroom, multimodality |
| Publisher | |
| Year | 2016 |
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| Month | |
| Journal | Language and Dialogue |
| Volume | 6 |
| Number | 1 |
| Pages | 179–204 |
| URL | |
| DOI | 10.1075/ld.6.1.06jak |
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Abstract
Prior conversation analytic studies have shown that writing is a multifaceted activity, one that is accomplished in diferent participation confgurations and through diferent practices of text production. A key factor that organises writ- ing 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. Tis article explores such management by examining how students seek and gain access to another student’s writing during individual writing tasks. Te 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. Te fo- cal sequences are a site of moral negotiation about where the borderline between individual and social lies, which manifests itself through diferent ways of seek- ing and granting (or blocking) access.
Notes
