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Politeness phenomena in the universi...

Young, Virginia H.

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Politeness phenomena in the university writing conference.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Politeness phenomena in the university writing conference./
作者:	Young, Virginia H.
面頁冊數:	439 p.
附註:	Source: Dissertation Abstracts International, Volume: 53-12, Section: A, page: 4236.
Contained By:	Dissertation Abstracts International53-12A.
標題:	Bilingual education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9310163

Politeness phenomena in the university writing conference.
Young, Virginia H.

Politeness phenomena in the university writing conference. - 439 p.

Source: Dissertation Abstracts International, Volume: 53-12, Section: A, page: 4236.

Thesis (Ph.D.)--University of Illinois at Chicago, 1992.

This item must not be sold to any third party vendors.

Cultural differences become increasingly important as great numbers of students arrive on campus with home and schooling backgrounds different from those of their often white "mainstream" writing instructors, who sometimes function, albeit unconsciously, as institutional gatekeepers. Although politeness phenomena are believed to be universal, preferences for a particular politeness phenomenon may differ among cultures. During writing conferences, then, subtle interactional mismatches can occur with the potential to impact negatively upon culturally non-mainstream students' short and long-term opportunities. Because use of politeness phenomena remains largely not only tacit to the speaker and hearer but also transparent to participants or observers, problems caused by interactional disharmony between teacher and student are likely to produce moments of ill-defined discomfort.Subjects--Topical Terms:

2122778
Bilingual education.

Politeness phenomena in the university writing conference.
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245 1 0 $a Politeness phenomena in the university writing conference.
300 $a 439 p.
500 $a Source: Dissertation Abstracts International, Volume: 53-12, Section: A, page: 4236.
500 $a Adviser: Marcia Farr.
502 $a Thesis (Ph.D.)--University of Illinois at Chicago, 1992.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a Cultural differences become increasingly important as great numbers of students arrive on campus with home and schooling backgrounds different from those of their often white "mainstream" writing instructors, who sometimes function, albeit unconsciously, as institutional gatekeepers. Although politeness phenomena are believed to be universal, preferences for a particular politeness phenomenon may differ among cultures. During writing conferences, then, subtle interactional mismatches can occur with the potential to impact negatively upon culturally non-mainstream students' short and long-term opportunities. Because use of politeness phenomena remains largely not only tacit to the speaker and hearer but also transparent to participants or observers, problems caused by interactional disharmony between teacher and student are likely to produce moments of ill-defined discomfort.
520 $a In the writing center setting under scrutiny, the teachers' responses to students' papers appear to be perceived by the students as criticism, which, according to Brown and Levinson's (1978) theory of politeness phenomena, can be redressed or unredressed, as can any other face-threatening act. Face-threatening criticism can be redressed by means of solidarity politeness (the student's desire to be approved of by, and similar to, the teacher) or deference politeness (the student's desire to be free from imposition and lack of desire to be like the teacher). The teacher's comments can also remain unsoftened or communicated "baldly" and "on record." Nineteen videotaped writing conferences were analyzed for the relationship of student comfort to manifestations of politeness phenomena in the teacher's comments. The data suggest strong cultural differences in students' preferences. With important exceptions, white rural and black urban students appear more comfortable with teachers who promote solidarity politeness while Taiwanese students favor teachers whose instruction can be described as "bald on record.".
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