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• W123075643 abstract "The goal of this research was to use politeness theory to analyze the developing tutorial relationship between students and peer tutors in a university writing center. The study monitored two pairs of tutors and students over a period of six weeks, focusing on weeks one and six. Using partial transcripts of recorded sessions along with observation notes, the authors used discourse analysis to determine the significance of politeness in the functioning of the tutorial sessions. The authors concluded that in initial sessions, tutors use politeness strategies to shift between the collaborative role as peer and the authoritative role as tutor, relying more on negative politeness strategies, and after six weeks of recurring sessions, tutors rely less on negative politeness strategies and more on positive politeness strategies. In “Peer Tutoring: Keeping the Contradiction Productive,” Jane Coagie (2001) uses the analogy of improvised dance to explain the dynamics and tensions between a student and a tutor performing collaborative work during a writing center session. Within the “collaborative dance,” tension can stem from the seemingly contradictory roles that the tutor must play. Consultants are expected to have the capability to talk confidently and professionally about writing and the writing process, but conversely, they need to be egalitarian and engage in collaboration with students in order to help them through the writing process. Tutorial conversation can be considered institutional discourse because of the inherently unequal relationship between interactants—the consultant represents the institution while the student is bound by its rules and decisions (Bell and Youmans, 2006; Murphy, 2001). Yet, at the same time, writing tutors “strive to construct consultations in such a way that students find them non-threatening and collaborative, making the conversation more egalitarian and personal” (Bell and Youmans, 2006, p. 31). Coagie asserts that “tutors are asked on the one hand to restrain their authority so as to focus on the student while on For more information contact: Diana Calhoun Bell| University of Alabama in Huntsville | 136 Madison Hall | Huntsville, AL 35899 | belldc@uah.edu | TLAR, Volume 4, Number the other to assert it so as to aid in student understanding” (p. 38).Caught between these complicated expectations, writing center tutors must situate themselves and somehow find a way to work productively with writers to improve their writing, yet manage to do so with minimal imposition upon the students with whom they collaborate. This project investigates an important part of this very difficult and intricate dance—the use of politeness in writing center discourse. The study is divided into three parts. First is a review of the theory that drives the research project—politeness theory as discussed by Penelope Brown and Stephen Levinson (1987) in Politeness: Some Universals in Language Use. Next, using discourse analysis, the authors discuss their research on initial or first-time consultations and the role of politeness in that often awkward conversational dynamic. Finally, the project moves to an analysis of the use of politeness in recurring appointments after six weekly visits. The study’s findings are as follows: Finding 1: In initial sessions, tutors use positive politeness strategies when relating to the student as a peer, especially in the opening stages of sessions where they rely on laughter to ease the face-threatening act (FTA). Finding 2: In initial sessions, tutors use negative politeness when taking on the authoritative role of tutor, especially integrating hedges, modals, and minimizers into their responses. Finding 3: After six weeks of recurring sessions, the overall tone shifts. During later recurring sessions, tutors rely less on negative politeness strategies and use fewer hedges, minimizers, and modals. Instead, tutors rely more on positive politeness strategies, especially utilizing the term “we” as a positive politeness strategy. Finding 4: Additionally, in later sessions, the question, “what do you think of that” is introduced as a negative politeness strategy." @default.
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• W123075643 date "2009-01-01" @default.
• W123075643 modified "2023-09-28" @default.
• W123075643 title "Linguistic Politeness and Peer Tutoring." @default.
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