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Responding to supervisory feedback: Mediated positioning in thesis writing
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Abstract:
The process of responding to supervisory feedback requires student writers to position themselves toward both the provider and content of that feedback, indicating their stance in the interaction and their evolving disciplinary competence. How positionings are discursively shaped, developed, and enacted to influence thesis revisions, however, has been relatively unexplored. In this article, we trace how two master’s students construct their positions in supervisory interactions and in the subsequent revisions of their literature review drafts. Through discourse and intertextual analyses, we propose three dimensions of interpersonal positioning (cooperative, self-assertive, explorative) that are co-constructed to reinforce local supervisory cooperation and modify conceptualizations of the research work. We highlight scaffolded, responsive, and reflexive types as concrete expressions of mediated positioning which help regulate the ways students orientate to their writing and their discipline.
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URL: https://ueaeprints.uea.ac.uk/id/eprint/83246/1/OZ_Writ_Comm_PURE.pdf https://doi.org/10.1177/07410883211069901 https://ueaeprints.uea.ac.uk/id/eprint/83246/
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Neural Mechanisms of Subliminal Mentor-Student Relationship Stimuli Processing: An ERP Study
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In: Int J Environ Res Public Health (2022)
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Grandparent–Grandchild Communication and Attitudes Toward Older Adults: Relational Solidarity and Shared Family Identity in China
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In: International Journal of Communication; Vol 15 (2021); 19 ; 1932-8036 (2021)
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Revisiting Self-training for Few-shot Learning of Language Model ...
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Bootstrapped Unsupervised Sentence Representation Learning ...
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Production d’autoreformulations autoamorcées par des apprenants adultes du français et capacité de mémoire de travail
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Linguistic features and consumer credibility judgment of online health information
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Influence of bone anatomical morphology of mandibular molars on dental implant based on CBCT
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In: BMC Oral Health (2021)
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Elements of doctoral apprenticeship: community feedback and the acquisition of writing expertise
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Production d’autoreformulations autoamorcées par des apprenants adultes du français et capacité de mémoire de travail
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In: Canadian Journal of Applied Linguistics; Vol. 24 No. 1 (2021); 138-158 ; Revue canadienne de linguistique appliquée; Vol. 24 No. 1 (2021); 138-158 ; 1920-1818 ; 1481-868X (2021)
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Comparative research on the conception of destiny in Greek and Chinese classical Tragedies ; Recherches comparatives sur la conception du destin dans des tragédies classiques grecques et chinoises
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In: https://tel.archives-ouvertes.fr/tel-03269984 ; Linguistique. Université de Limoges, 2020. Français. ⟨NNT : 2020LIMO0069⟩ (2020)
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Grammar choices for graduate and professional writers (2nd ed.) Nigel A. Caplan Michigan: The university of Michigan Press, 2019. 216 pages. ISBN: 978-0-472-03731-5
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In: Ibérica: Revista de la Asociación Europea de Lenguas para Fines Específicos ( AELFE ), ISSN 1139-7241, Nº. 40, 2020, pags. 279-283 (2020)
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Hispanic/Latino(a) Immigrant Acculturation and U.S. American Native English Speakers’ Intergroup Perceptions and Attitudes: Accommodation, Social Attraction, and Anxiety
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Densely Connected Graph Convolutional Networks for Graph-to-Sequence Learning
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In: Transactions of the Association for Computational Linguistics, Vol 7, Pp 297-312 (2019) (2019)
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Operon mRNAs are organized into ORF-centric structures that predict translation efficiency
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In: eLife (2018)
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An extended Levinson-Durbin algorithm and its application in mixed excitation linear prediction
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International Students’ Acculturation and Attitudes Toward Americans as a Function of Communication and Relational Solidarity with their Most Frequent American Contact
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