;;What Would You Advise Us to Do?;;: Status, Knowledge, and Asymmetry in Cross-Level Interactions among Teachers of Writing.

Transition to College;First-year Composition;High School Writing;Teacher Talk;Education;Humanities;Social Sciences;English & Education

Nelson, Matthew C.Young, Morris S.H. ;

University of Michigan

关键词: Transition to College;    First-year Composition;    High School Writing;    Teacher Talk;    Education;    Humanities;    Social Sciences;    English & Education;   

Others  :  https://deepblue.lib.umich.edu/bitstream/handle/2027.42/58471/mcnelson_1.pdf?sequence=1&isAllowed=y

瑞士|英语

来源: The Illinois Digital Environment for Access to Learning and Scholarship

【 摘 要 】

This study provides the results of a qualitative analysis of conversations among small groups of high school English teachers and college writing instructors. Such conversations have been advocated as a means of addressing first-year college students’ difficulties transitioning from high school to college writing.This microanalysis of question/answer sequences in four small-group discussions among high school English teachers and college writing instructors, addresses gaps in the literature by providing an empirical basis for our understanding of cross-level conversations and reconciling the seemingly contradictory views of these conversations that dominate the existing scholarship. The study argues that existing notions of both the benefits and challenges of school/college conversations about writing have been oversimplified.The concept of ;;conversational asymmetry,” drawn from the field of Conversation Analysis, is offered as a way of understanding the unequal participation patterns that characterize the conversations about writing analyzed for this study.A model for facilitating cross-level conversations that acknowledges and values the inherent asymmetry of these conversations is offered.