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ERIC Number: EJ1031726
Record Type: Journal
Publication Date: 2014
Pages: 21
Abstractor: As Provided
ISSN: ISSN-0950-0782
Stepwise Advice Negotiation in Writing Center Peer Tutoring
Park, Innhwa
Language and Education, v28 n4 p362-382 2014
While the delivery and reception of advice is a practice integral to a wide range of settings, little attention has been given to the detailed practices of advice resistance and how it leads to advice negotiation. Based on 7 hours of videotaped tutoring interactions among 6 tutors and 11 tutees, this conversation analytic study examines the interactional practices of advice negotiation in peer tutoring at an undergraduate writing center. In particular, the study focuses on advice negotiation sequences in which students initially resist tutors' advice. The findings are in line with the current knowledge that advice resistance is presented and treated as interactionally dispreferred. In addition, the analyses contribute to further specifying the stepwise interactional practices through which advice resistance is produced and managed in a way that it results in successful advice negotiation with the more tailored advice forwarded by the tutor. The study shows how the context of tutoring is a site not only for knowledge development but also for the negotiation of epistemic rights and their interactional management by both participants.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A