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ERIC Number: EJ789241
Record Type: Journal
Publication Date: 2007
Pages: 14
Abstractor: Author
Reference Count: 0
ISSN: ISSN-0950-0782
Routine Encounters during Independent Writing: Explicating Taken-for-Granted Interaction
Davidson, Christina
Language and Education, v21 n6 p473-486 2007
Research has established the predominance of one sequence of interaction in teacher-led activity in the classroom. Although much is known about the initiation-response-evaluation sequence, relatively less is known about other interaction sequences that may constitute classroom lessons. This study examines interaction during a time of individual activity in the classroom. Conversation Analysis is used to explicate and describe student-teacher interaction initiated by students during independent writing. Discussion establishes some of the ways that this interaction varies from the question-answer-evaluation sequence of interaction, and relates this to the institutional activity of the teacher and students during the lesson.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A