A Case Study on the Uptake of Suggestions in Online Synchronous Writing Center Sessions

O. Muranova, Svetlana Koltovskaia, Michol Miller
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Abstract

Despite suggestions being a common speech act used by writing center tutors, very limited research is available on the use of suggestions in online writing center practice. Drawing upon multiple sources of data including the chat transcript, screen recording of the session, and final revised version of the writer’s text, this case study explores the types and frequency of the suggestion strategies employed by a tutor and the degree of writer uptake of tutor suggestions in a synchronous online writing center session. The findings indicate that the tutor’s use of suggestions throughout the session only led to a partial revision of the writer’s text. While factors contributing to the partial revision include overuse of indirect suggestion linguistic realization strategies (SLRSs) and addressing multiple errors at the same time, using multiple and more direct SLRSs appeared to contribute to successful uptake. The observations of the study suggest that, in order to increase the degree of uptake, tutors might consider addressing one error at a time, utilizing multiple suggestion strategies per error and focusing on using more direct rather than indirect suggestion strategies in order to provide suggestions more effectively in online synchronous writing center sessions.
在线同步写作中心课上建议采纳的个案研究
尽管建议是写作中心导师常用的言语行为,但关于在线写作中心实践中建议的使用的研究非常有限。利用多种数据来源,包括聊天记录、会话屏幕记录和作者文本的最终修订版本,本案例研究探讨了导师采用的建议策略的类型和频率,以及作者在同步在线写作中心会话中接受导师建议的程度。研究结果表明,导师在整个课程中使用的建议只导致了作者对文本的部分修改。虽然导致部分修正的因素包括过度使用间接暗示语言实现策略(SLRSs)和同时处理多个错误,但使用多个和更直接的SLRSs似乎有助于成功吸收。研究的观察结果表明,为了提高接受程度,导师可能会考虑一次解决一个错误,每个错误使用多种建议策略,并专注于使用更直接而不是间接的建议策略,以便在在线同步写作中心课程中更有效地提供建议。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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