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

[thumbnail of OZ Writ Comm PURE]
PDF (OZ Writ Comm PURE) - Accepted Version
Available under License Creative Commons Attribution Non-commercial No Derivatives.

Download (1MB) | Preview


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
UEA Research Groups: Faculty of Social Sciences > Research Groups > Language in Education
Related URLs:
Depositing User: LivePure Connector
Date Deposited: 01 Feb 2022 10:30
Last Modified: 21 Apr 2023 01:22
DOI: 10.1177/07410883211069901


Downloads per month over past year

Actions (login required)

View Item View Item