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Politeness and self-presentation in ...

Texas A&M University.

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Politeness and self-presentation in writing center discourse.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Politeness and self-presentation in writing center discourse./
作者:	Murphy, Susan Wolff.
面頁冊數:	212 p.
附註:	Chair: Valerie Balester.
Contained By:	Dissertation Abstracts International62-11A.
標題:	Language, Modern. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3033843
ISBN:	9780493467689

Politeness and self-presentation in writing center discourse.
Murphy, Susan Wolff.

Politeness and self-presentation in writing center discourse. - 212 p.

Chair: Valerie Balester.

Thesis (Ph.D.)--Texas A&M University, 2001.

This ethnographic study looked at the use of politeness and self-presentation strategies in the discourse of the writing center consultation. Eight consultants and their clients were audiotaped while consulting about writing. In addition to transcripts, field notes, questionnaires, and feedback interviews were used. I refer to the politeness theories of Brown and Levinson (1979, 1987) and Fraser (1990), as well as the concept of self-presentation, otherwise referred to as face or ethos, to analyze the discourse.

ISBN: 9780493467689Subjects--Topical Terms:

1018098
Language, Modern.

Politeness and self-presentation in writing center discourse.
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502 $a Thesis (Ph.D.)--Texas A&M University, 2001.
520 $a This ethnographic study looked at the use of politeness and self-presentation strategies in the discourse of the writing center consultation. Eight consultants and their clients were audiotaped while consulting about writing. In addition to transcripts, field notes, questionnaires, and feedback interviews were used. I refer to the politeness theories of Brown and Levinson (1979, 1987) and Fraser (1990), as well as the concept of self-presentation, otherwise referred to as face or ethos, to analyze the discourse.
520 $a In terms of self-presentations, consultants and clients presented themselves as writers, as experts, and either as confused, frustrated, and/or ignorant (in one way or another). I found that the role of the consultant is one that asks for two kinds of allegiance: one to the social norms of conversation, and one to the institutional identity of the writing center. This creates an unavoidable conflict in the role of the tutor; one which is mitigated by politeness strategies. Acts of negative politeness, such as hedging; the use of questions, modals, imperatives, and minimizers; stating as a rule, and dissociating from the imposition, all featured in the data. I found that while negative politeness strategies are prevalent, positive politeness strategies are used rarely, indicating that intimacy is not readily found or encouraged in the writing center consultation. Positive politeness acts, like noticing and attending to another's wants, conveying cooperation, and using in-group identity markers, were found in the data. Fraser's (1990) conversational contract allowed me to look at the institutional aspects of the discourse, the rights and obligations of participants, and the conventions of writing center talk. This study has implications for the study of politeness as well as the study of writing center discourse, writing center administration, and tutor training.
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