Responding to Supervisory Feedback: Mediated Positioning in Thesis Writing

IF 1.9 1区文学 Q2 COMMUNICATION

Written Communication Pub Date : 2022-02-01 DOI:10.1177/07410883211069901

Y. Zhang, Ken Hyland

引用次数: 2

Abstract

The process of responding to supervisory feedback requires student writers to position themselves toward both the provider and content of that feedback, indicating their stance in the interaction and their evolving disciplinary competence. How positionings are discursively shaped, developed, and enacted to influence thesis revisions, however, has been relatively unexplored. In this article, we trace how two master’s students construct their positions in supervisory interactions and in the subsequent revisions of their literature review drafts. Through discourse and intertextual analyses, we propose three dimensions of interpersonal positioning (cooperative, self-assertive, explorative) that are co-constructed to reinforce local supervisory cooperation and modify conceptualizations of the research work. We highlight scaffolded, responsive, and reflexive types as concrete expressions of mediated positioning which help regulate the ways students orientate to their writing and their discipline.

查看原文本刊更多论文

回应监督反馈：论文写作中的中介定位

回应主管反馈的过程要求学生作者将自己定位于反馈的提供者和内容，表明他们在互动中的立场和他们不断发展的学科能力。然而，定位是如何被话语塑造、发展和制定来影响论文修订的，相对来说还没有被探索。在本文中，我们追踪了两位硕士生如何在监督互动和随后的文献综述草稿修订中构建自己的立场。通过话语和互文分析，我们提出了三个维度的人际定位(合作、自我主张和探索)，这些维度是共同构建的，以加强地方监督合作并改变研究工作的概念。我们强调框架型、反应型和反身型是中介定位的具体表达，有助于调节学生的写作和学科方向。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Written Communication COMMUNICATION-

CiteScore

3.90

自引率

15.80%

发文量

期刊介绍： Written Communication is an international multidisciplinary journal that publishes theory and research in writing from fields including anthropology, English, education, history, journalism, linguistics, psychology, and rhetoric. Among topics of interest are the nature of writing ability; the assessment of writing; the impact of technology on writing (and the impact of writing on technology); the social and political consequences of writing and writing instruction; nonacademic writing; literacy (including workplace and emergent literacy and the effects of classroom processes on literacy development); the social construction of knowledge; the nature of writing in disciplinary and professional domains.