Responding to supervisory feedback: Mediated positioning in thesis writing

Zhang, Yan (Olivia) and Hyland, Ken (2022) Responding to supervisory feedback: Mediated positioning in thesis writing. Written Communication, 39 (2). pp. 171-199. ISSN 0741-0883

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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.

Item Type: Article
Uncontrolled Keywords: l2 writers,positioning,revision,supervisory feedback,thesis writing,communication,literature and literary theory ,/dk/atira/pure/subjectarea/asjc/3300/3315
Faculty \ School: Faculty of Social Sciences > School of Education and Lifelong Learning
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Depositing User: LivePure Connector
Date Deposited: 01 Feb 2022 10:30
Last Modified: 24 May 2022 14:47
URI: https://ueaeprints.uea.ac.uk/id/eprint/83246
DOI: 10.1177/07410883211069901

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