Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/13074
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dc.contributor.authorBenwell, Bethanen_UK
dc.contributor.authorStokoe, Elizabethen_UK
dc.date.accessioned2013-05-27T23:53:10Z-
dc.date.available2013-05-27T23:53:10Zen_UK
dc.date.issued2002-08en_UK
dc.identifier.urihttp://hdl.handle.net/1893/13074-
dc.description.abstractThis article examines task-setting sequences in university tutorial sessions. Classes from three higher education institutions were audio- and video-recorded. The resulting data, which included both tutor-led and peer group discussions, were transcribed and analysed using conversation analysis (CA). A number of themes emerged from our analysis. First, we found that the tutor's opening turns routinely followed a three-part sequence, the interpersonal and metadiscursive functions of which, we argue, are crucial components in the educative process. Second, we found that students displayed discursively their reluctance to engage in discussion activities and a resistance towards academic or intellectual identities. In contrast to findings from previous studies of tutor—student interaction, we found that interactional power was negotiated in complex and contradictory ways. This, in turn, may embody a range of complex social functions including attention to the `face' concerns of the group, category membership and orientation to broader cultural trends.en_UK
dc.language.isoenen_UK
dc.publisherSAGEen_UK
dc.relationBenwell B & Stokoe E (2002) Constructing discussion tasks in university tutorials: Shifting dynamics and identities. Discourse Studies, 4 (4), pp. 429-453. https://doi.org/10.1177/14614456020040040201en_UK
dc.rightsThe publisher does not allow this work to be made publicly available in this Repository. Please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author. You can only request a copy if you wish to use this work for your own research or private study.en_UK
dc.rights.urihttp://www.rioxx.net/licenses/under-embargo-all-rights-reserveden_UK
dc.subjectacademic cultureen_UK
dc.subjectacademic identityen_UK
dc.subjectconversation analysis (CA)en_UK
dc.subjectdiscussionen_UK
dc.subjectfaceen_UK
dc.subjectpolitenessen_UK
dc.subjectpoweren_UK
dc.subjectstudent resistanceen_UK
dc.subjectuniversity tutorialsen_UK
dc.titleConstructing discussion tasks in university tutorials: Shifting dynamics and identitiesen_UK
dc.typeJournal Articleen_UK
dc.rights.embargodate3000-01-01en_UK
dc.rights.embargoreason[03Benwell.pdf] The publisher does not allow this work to be made publicly available in this Repository therefore there is an embargo on the full text of the work.en_UK
dc.identifier.doi10.1177/14614456020040040201en_UK
dc.citation.jtitleDiscourse Studiesen_UK
dc.citation.issn1461-7080en_UK
dc.citation.issn1461-4456en_UK
dc.citation.volume4en_UK
dc.citation.issue4en_UK
dc.citation.spage429en_UK
dc.citation.epage453en_UK
dc.citation.publicationstatusPublisheden_UK
dc.citation.peerreviewedRefereeden_UK
dc.type.statusVoR - Version of Recorden_UK
dc.author.emailb.m.benwell@stir.ac.uken_UK
dc.contributor.affiliationEnglish Studiesen_UK
dc.contributor.affiliationLoughborough Universityen_UK
dc.identifier.scopusid2-s2.0-84993728958en_UK
dc.identifier.wtid740737en_UK
dcterms.dateAccepted2002-08-31en_UK
dc.date.filedepositdate2013-05-27en_UK
rioxxterms.typeJournal Article/Reviewen_UK
rioxxterms.versionVoRen_UK
local.rioxx.authorBenwell, Bethan|en_UK
local.rioxx.authorStokoe, Elizabeth|en_UK
local.rioxx.projectInternal Project|University of Stirling|https://isni.org/isni/0000000122484331en_UK
local.rioxx.freetoreaddate3000-01-01en_UK
local.rioxx.licencehttp://www.rioxx.net/licenses/under-embargo-all-rights-reserved||en_UK
local.rioxx.filename03Benwell.pdfen_UK
local.rioxx.filecount1en_UK
local.rioxx.source1461-4456en_UK
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