Teacher-Student Talk in Technical Writing Conferences  

Oleh:

Wong, Irene B.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Written Communication ( sebagian Full Text) vol. 5 no. 4 (Oct. 1988), page 444-460.

Ketersediaan

Perpustakaan PKBB Nomor Panggil: 405/WRC/5 Non-tandon: tidak ada Tandon: 1

Lihat Detail Induk

Isi artikel

This naturalistic case study explored one-to-one communication from teacher-student dyads in conferences of a college-level technical writing course. In these conferences, only students had familiarity with the technical content in the texts, as well as knowledge about the products, processes, and contexts for their specific writing tasks. Tutors had as a knowledge base their general expertise in writing. Often, therefore, tutors had to access students' knowledge bases before they could help the students improve their writing. This study examined whether the need to access their different knowledge bases would foster substantive conversational exchanges between the instructor and the student writer. Data included field notes and audiotapes of conference talk. Results demonstrated that two-way conversational communication occurred only about 40% of the time. Students contributed substantively when the teachers acknowledged and elicited from the students' knowledge bases. However, tutors often assumed the posture of experts over all knowledge domains, cutting off an exchange of information.

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