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

[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.

[发布机构] University of Michigan

[效力级别] First-year Composition

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