期刊名称：Working Papers in Applied Linguistics and TESOL
电子版ISSN：2576-2907
出版年度：2019
卷号：19
期号：1
页码：17-34
DOI：10.7916/salt.v19i1.1404
出版社：Columbia University Libraries
摘要：Drawing on conversation analysis (CA), this study examines reported thought (e.g., “you’re like‘do I really have to do that?’”) and its function in writing center talk. Previous related studies,which are informed by Goffman’s (1981) notion of footing, have demonstrated how reportedthought (RT) is a resource for modeling undesirable reactions and conveying criticisms ininstructional interaction (Park, 2018; Sandlund, 2014). Extending this previous research on RT, Ishow how tutorial participants also produce RT to accomplish two kinds of supportive action: (1)praising drafts and (2) affiliating with interlocutors’ stances. With RT, tutors can “depersonalize”(Waring, 2017, p. 26) their positive assessments of writers’ drafts and demonstrate sympatheticunderstanding of writers’ complaints. In line with recent research (Baffy, 2018; Brown, 2010),this analysis offers additional evidence that RT is integral for socialization, or conveying andreinforcing key practices, processes, and values in academic writing and reading. To conclude, Iconsider how future work on RT in writing center talk, specifically on its utility for representingand constructing audiences, might inform teaching pedagogy and future research.
