Ventriloquation in Discussions of Student Writing: Examples from a High School English Class

Published on Aug 1, 2009in Research in The Teaching of English1.68
Beth Lewis Samuelson4
Estimated H-index: 4
This study examines discussions of model papers in a high school Advanced Placement English classroom where students were preparing for a high-stakes writing assessment. Much of the current research on talk about writing in various contexts such as classroom discourse, teacher-student writing conferences, and peer tutoring has emphasized the social and constructive nature of instructional discourse. Building on this work, the present study explored how talk about writing also takes on a performative function, as speakers accent or point to the features of the context that are most significant ideologically. Informed by perspectives on the emergent and mediated nature of discourse, this study found that the participants used ventriloquation to voice the aspects of the essays that they considered to be most important, and that these significant chunks were often aphorisms about the test essay. The teacher frequently ventriloquated raters, while the students often ventriloquated themselves or the teacher. The significance of ventriloquation is not just that it helps to mediate the generic conventions of timed student essays; it also mediates social positioning by helping the speakers to present themselves and others in flexible ways. This study also raises questions about the ways that ventriloquation can limit the ways that students view academic writing. Ventriloquation
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Published on Jan 1, 2016in Research in The Teaching of English1.68
Hannah Ashley1
Estimated H-index: 1
Four case studies of proficient undergraduate writers from working-class backgrounds were conducted in the context of a course preparing sophomore and junior students to be tutors for first-year basic writers. It was found that, in contrast to much of the theorizing by and about working-class academics that emphasizes loss, a stronger theme in these students' narratives of growing academic literacy was gaming. Students explained their experiences in ways that suggested a greater degree of agency...
Published on Feb 1, 2008in Journal of Curriculum Studies1.42
Kevin M. Leander17
Estimated H-index: 17
Margery D. Osborne10
Estimated H-index: 10
We analyse two narratives of teacher‐facilitator teams producing elementary science curricula and disseminating them to their peers. We draw on these stories to interpret how teacher‐facilitators position themselves with respect to other educators (e.g. peer teachers and development‐team members), to real and imagined students and parents, to knowing and learning science, and to pedagogical practices and texts. We read these acts of positioning relationally and responsively. Teacher‐facilitators...
Published on Dec 17, 2007in Discourse Processes1.58
Jean E. Fox Tree22
Estimated H-index: 22
(UCSC: University of California, Santa Cruz),
John M. Tomlinson1
Estimated H-index: 1
(UCSC: University of California, Santa Cruz)
A comparison across spontaneous speech collected in the 1980s and the 2000s reveals a dramatic flip between the use of said versus like as enquoting devices. The greater use of like is reflected in a wide variety of quotation types including reported speech, thoughts, exclamations, and sounds. There is no evidence that like's increase in use corresponds to an increasing desire to explicitly indicate slippage between the words used in a report and those of the original source. Instead, like can s...
Published on Apr 30, 2007in Applied Linguistics3.04
Stefan Frazier1
Estimated H-index: 1
(SJSU: San Jose State University)
Instructors of college/university writing classes commonly ask their students to 'share their ideas' in groups. This paper aims to describe the sequential structures of a kind of talk typical to group work: students presenting 'reports' about early written drafts. Specifically, the data analysis in this paper looks at how a student's report 'touches off' another student's telling of a remembrance caused by the report, which in turn offers a complex analysis of the just-prior report, allowing the...
Jean E Fox Tree1
Estimated H-index: 1
The current study measures laypeople's uses of um, uh, you know, and like, including folk notions of meanings, self-assessments of use, history of discussing use, and attitudes toward the words. Unlike the prevalent idea in the popular press that these discourse markers are interchangeable speaker production flaws, respondents in this study demonstrated that people do possess folk notions of meanings and uses that dramatically distinguish markers from each other. Um and uh were thought to indica...
Published on Apr 5, 2006
Lesley A. Rex14
Estimated H-index: 14
Sharilyn C. Steadman1
Estimated H-index: 1
Mary K. Graciano1
Estimated H-index: 1
Published on Aug 1, 2004in Mind, Culture, and Activity1.37
Sunil Bhatia12
Estimated H-index: 12
Anjali Ram2
Estimated H-index: 2
This article outlines a dialogical approach to understanding how South Asian-American women living in diasporic locations negotiate their multiple and often conflicting cultural identities. We specifically use the concept of voice to articulate the different forms of dialogicality-polyphonization, expropriation, and ventriloquation-that are involved in the acculturation experiences of two 2nd-generation South Asian-American women. In particular, we argue that it is important to think of accultur...
Published on Jan 1, 2004
Elena Semino22
Estimated H-index: 22
Michael Short2
Estimated H-index: 2
1. A Corpus-Based Approach to the Study of Discourse Presentation in Written Narratives 2. Methodology: The Construction and Annotation of the Corpus 3. A Revised Model of Speech, Writing and Thought Presentation 4. Speech Presentation in the Corpus: A Quantitative and Qualitative Analysis 5. Writing Presentation in the Corpus: A Quantitative and Qualitative Analysis 6. Thought Presentation in the Corpus: A Quantitative and Qualitative Analysis 7. Specific Phenomena in Speech, Writing Presentati...
Published on Dec 1, 2003in Journal of Literacy Research1.89
Laurie Elish-Piper9
Estimated H-index: 9
(NIU: Northern Illinois University)
Cited By10
Published on Jul 1, 2018in Reading Research Quarterly2.70
Jennifer VanDerHeide4
Estimated H-index: 4
(MSU: Michigan State University)
Although teaching argumentative writing in schools is often about teaching argumentative forms, this instructional approach limits students’ flexibility and choice as writers, readers, and meaning makers. An alternative method, rooted in tenets of genre theory, offers a different approach. Rather than treating argument as a static form, genre theory assumes that genres (including argumentative genres) are situated, typified ways that people make moves through writing to accomplish goals through ...
Published on Jan 1, 2016
Melanie Sperling8
Estimated H-index: 8
Deborah Appleman2
Estimated H-index: 2
Published on Jan 1, 2015
Beth Lewis Samuelson4
Estimated H-index: 4
(IU: Indiana University Bloomington),
Karen E. Wohlwend15
Estimated H-index: 15
(IU: Indiana University Bloomington)
We argue that a semiotic perspective is urgently needed to understand how embodiment blurs binaries such as language and action or text and context through representations of bodies and representations with bodies. Although the study of embodiment has long been present in semiotics, we consider emerging research in literacy studies that reconceptualizes the intersection of body, meanings, and representation. The embodiment of meaning through representations of the body and representations throug...
Published on Jan 1, 2015
Frédérik Matte2
Estimated H-index: 2
(U of O: University of Ottawa),
François Cooren27
Estimated H-index: 27
(UdeM: Université de Montréal)
Any tension or contradiction that is experienced in an organizational setting can be viewed as either something to be resolved individually or as a constitutive aspect that people have to learn to deal with collaboratively (Lewis et al. Commun Monogr 77(4):460–479, 2010). In this chapter, we explore the latter perspective by showing how dealing with a specific tension on a daily basis can be reflected in what we propose to call an on-the-go approach toward learning (and collaborating), an approa...
Published on Aug 1, 2014in Communication Theory3.40
François Cooren27
Estimated H-index: 27
(UdeM: Université de Montréal),
Sergeiy Sandler1
Estimated H-index: 1
Although Bakhtin's ideas have been mainly explored in the realm of literature and linguistics, his ideas of ventriloquation and polyphony could be mobilized to study the communicative constitution of reality, more generally. Using an excerpt taken from a conversation between two administrators, we show how various forms of ventriloquism actualize themselves in what they say and the way they say it. This kind of analysis amounts to questioning our traditional way of conceiving of discourse and in...
Published on Dec 1, 2013in Learning and Individual Differences1.81
Jill V. Jeffery6
Estimated H-index: 6
(UNM: University of New Mexico),
Michael J. Kieffer28
Estimated H-index: 28
(NYU: New York University),
Paul Kei Matsuda20
Estimated H-index: 20
(ASU: Arizona State University)
Abstract We present a review of literature drawn from two prominent journals in the fields of Teaching English to Speakers of Other Languages ( TESOL Quarterly ) and English Education ( Research in the Teaching of English ) that publish writing research regarding secondary and lower-division postsecondary learners. The purpose of the review is to compare how the two journals represent conceptions of writing — conceptions that shape research designs, data analyses, and the interpretations of find...
Published on Jan 1, 2013
Candance Doerr-Stevens3
Estimated H-index: 3
(UMN: University of Minnesota)
University of Minnesota Ph.D. dissertation. June 2013. Major: Education, Curriculum and Instruction. Advisor: Cynthia Lewis. 1 computer file (PDF); ix, 176 pages, appendix A.
Published on Sep 1, 2012in Learning, Culture and Social Interaction1.14
Katherine K. Frankel5
Estimated H-index: 5
(University of California, Berkeley)
Abstract This article examines the interaction between a tutor and her student as they discuss an essay question from the student's sociology class. Drawing on the theories of Vygotsky and Bakhtin, I explore (a) the conflicts that arose for both tutor and tutee as they grappled with the competing discourses that informed their respective understandings of the essay question and (b) the shifts in tool use that were a result of attempting to cope with these tensions. Through my analysis, I demonst...
Published on Jan 1, 2012in Written Communication1.22
Nigel Harwood15
Estimated H-index: 15
Bojana Petrić8
Estimated H-index: 8
This article reports the results of an interview-based study which investigated the citation behavior in the assignment writing of two second-language postgraduate business management students, Sofie and Tara. Discourse-based interviews were used to elicit the students’ own perspectives on their citation behavior in two of their assignments. Citations were one of the ways in which Sofie and Tara enacted performance (Goffman, 1959), aiming to create a favorable impression on the assignment marker...
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