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| Autor/inn/en | Gilewicz, Magdalena; Thonus, Terese |
|---|---|
| Titel | Descriptive and Evaluative Language in Group Tutorials. |
| Quelle | (2000), (24 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Discourse Analysis; Group Instruction; Higher Education; Language Usage; Program Effectiveness; Reader Response; Tutorial Programs; Tutoring; Writing Laboratories; Writing Processes |
| Abstract | One advantage of writing center tutorial groups over individual tutoring is that in groups students have the opportunity to become readers of others' writing and to provide feedback to their peers. In such groups, it is assumed that the tutor as facilitator serves as an interactional and linguistic model for students. To test this hypothesis, over the course of a semester a study investigated two tutorial groups composed of students drawn from various sections of a developmental English class. The object of investigation was tutors' and students' use of reader-response-based descriptive language versus rubric/criterion-based evaluative language in tape transcripts that were analyzed. The research questions included: (1) To what extent does student language in group tutorials mirror tutor language, especially since in this writing center descriptive language based on reader-response is strongly emphasized over rubric-based evaluative response? and (2) If tutors do not model descriptive feedback, what other types of language do they employ, and is this language mimicked by students? Given the study results, the study explored theoretical implications for reader-response theory and pedagogical implications for tutor practice and training. An appendix contains a explanation of transcript conventions. (Author/RS) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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