Writing in multi-party computer conferences and single authored assignments: Exploring the role of writer as thinker
The increasing use of computers to enable or replace face-to-face tutorial discussion groups in higher education is creating a new form of academic writing. This small-scale study of 43 students and three tutors identifies ways in which students present their opinions in a forum which allows greater...
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| Published in | Journal of English for academic purposes Vol. 6; no. 2; pp. 126 - 142 |
|---|---|
| Main Authors | , |
| Format | Journal Article |
| Language | English |
| Published |
Elsevier Ltd
01.04.2007
Elsevier |
| Subjects | |
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| Abstract | The increasing use of computers to enable or replace face-to-face tutorial discussion groups in higher education is creating a new form of academic writing. This small-scale study of 43 students and three tutors identifies ways in which students present their opinions in a forum which allows greater time for reflection, but also creates a permanent record. The notion of collaborative learning in computer conferencing militates against taking a strong, possibly controversial, stance. Opinions are therefore hedged, or located in the peer discourse community rather than the individual. Through a corpus analysis of the use of the pronouns
I,
we and
it we identify ways in which student writers are representing themselves and their views in both computer conferences and in single-authored essays. A powerful authorial voice was often associated not with the individual
I, but with the collective
we. In their single-authored essays, students drew upon the consensual voice developed in the conference discussion to support their personal points of view. In both genres, students made use of impersonal
it-clauses, but frequently preceded them by personal frames such as
I think, thereby resisting the impersonal, but powerful, voice of much academic discourse. This paper contributes to our developing understanding of evolving student writing practices in disciplinary settings. |
|---|---|
| AbstractList | The increasing use of computers to enable or replace face-to-face tutorial discussion groups in higher education is creating a new form of academic writing. This small-scale study of 43 students and three tutors identifies ways in which students present their opinions in a forum which allows greater time for reflection, but also creates a permanent record. The notion of collaborative learning in computer conferencing militates against taking a strong, possibly controversial, stance. Opinions are therefore hedged, or located in the peer discourse community rather than the individual. Through a corpus analysis of the use of the pronouns I, we and it we identify ways in which student writers are representing themselves and their views in both computer conferences and in single-authored essays. A powerful authorial voice was often associated not with the individual I, but with the collective we. In their single-authored essays, students drew upon the consensual voice developed in the conference discussion to support their personal points of view. In both genres, students made use of impersonal it-clauses, but frequently preceded them by personal frames such as I think, thereby resisting the impersonal, but powerful, voice of much academic discourse. This paper contributes to our developing understanding of evolving student writing practices in disciplinary settings. [Copyright 2007 Elsevier Ltd.] The increasing use of computers to enable or replace face-to-face tutorial discussion groups in higher education is creating a new form of academic writing. This small-scale study of 43 students and three tutors identifies ways in which students present their opinions in a forum which allows greater time for reflection, but also creates a permanent record. The notion of collaborative learning in computer conferencing militates against taking a strong, possibly controversial, stance. Opinions are therefore hedged, or located in the peer discourse community rather than the individual. Through a corpus analysis of the use of the pronouns I, we and it we identify ways in which student writers are representing themselves and their views in both computer conferences and in single-authored essays. A powerful authorial voice was often associated not with the individual I, but with the collective we. In their single-authored essays, students drew upon the consensual voice developed in the conference discussion to support their personal points of view. In both genres, students made use of impersonal it-clauses, but frequently preceded them by personal frames such as "I think," thereby resisting the impersonal, but powerful, voice of much academic discourse. This paper contributes to our developing understanding of evolving student writing practices in disciplinary settings. The increasing use of computers to enable or replace face-to-face tutorial discussion groups in higher education is creating a new form of academic writing. This small-scale study of 43 students and three tutors identifies ways in which students present their opinions in a forum which allows greater time for reflection, but also creates a permanent record. The notion of collaborative learning in computer conferencing militates against taking a strong, possibly controversial, stance. Opinions are therefore hedged, or located in the peer discourse community rather than the individual. Through a corpus analysis of the use of the pronouns I, we and it we identify ways in which student writers are representing themselves and their views in both computer conferences and in single-authored essays. A powerful authorial voice was often associated not with the individual I, but with the collective we. In their single-authored essays, students drew upon the consensual voice developed in the conference discussion to support their personal points of view. In both genres, students made use of impersonal it-clauses, but frequently preceded them by personal frames such as I think, thereby resisting the impersonal, but powerful, voice of much academic discourse. This paper contributes to our developing understanding of evolving student writing practices in disciplinary settings. |
| Audience | Higher Education |
| Author | Hewings, Ann Coffin, Caroline |
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| CitedBy_id | crossref_primary_10_1016_j_jeap_2015_12_006 crossref_primary_10_1080_2331186X_2017_1365412 crossref_primary_10_1016_j_jeap_2017_02_001 crossref_primary_10_1016_j_linged_2023_101184 crossref_primary_10_1016_j_ssaho_2023_100550 crossref_primary_10_1016_j_esp_2022_03_001 crossref_primary_10_1177_21582440211005454 crossref_primary_10_54855_ijte_222117 |
| Cites_doi | 10.1177/0741088398015003009 10.1016/S0378-2166(02)00035-8 10.1016/j.ijer.2004.11.008 10.1093/applin/ami012 10.1080/03075070120052099 10.1177/0741088390007001002 10.1016/S0889-4906(96)00029-4 10.1093/applin/10.1.1 10.1080/030750700116037 10.1016/S0889-4906(99)00009-5 10.1016/S0360-1315(00)00008-7 10.1016/S1060-3743(01)00038-8 10.1016/S0889-4906(97)00058-6 10.1016/S0889-4906(01)00016-3 10.1080/0158791032000127455 10.1177/0741088301018004005 10.1016/j.compedu.2004.07.010 10.1016/0898-5898(94)90018-3 |
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| Title | Writing in multi-party computer conferences and single authored assignments: Exploring the role of writer as thinker |
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