Complimenting and involvement in peer reviews: Gender variation

1992 ◽  
Vol 21 (1) ◽  
pp. 27-57 ◽  
Author(s):  
Donna M. Johnson ◽  
Duane H. Roen
Keyword(s):  
Women Writers ◽  
Graduate Students ◽  
Written Discourse ◽  
Peer Reviews ◽  
Gender Discourse ◽  
Theoretical Perspectives ◽  
Sex Communication ◽  
Discourse Strategies ◽  
Sense Of Involvement ◽  
Opening And Closing

ABSTRACTThis article presents an analysis of gender differences in the use of compliments in one genre of written discourse. The data base is a set of 47 peer reviews of academic papers written by graduate students in the form of letters. Drawing on work from several theoretical perspectives, we analyzed the forms, strategies, and discourse functions of compliments in these papers. We found that women made significantly greater use of compliment intensifiers and personal referencing than did men. In using compliments to structure discourse, women more often framed the text with both opening and closing compliments. Consistent patterns suggested that women writers accommodated to the gender of their addressee more than did men, resulting in a discernible female-female complimenting style. The study illustrates specific ways that gender is involved in being polite and in creating and sustaining a sense of involvement in written discourse. (Complimenting, politeness, sociolinguistics, gender, discourse strategies, cross-sex communication, English)

Translation and Gender: Discourse Strategies to Shape Gender

2018 ◽  
Author(s):  
Alexandra Assis Rosa ◽  
Carmen Camus Camus ◽  
Margherita Dore ◽  
Javier Franco Aixelá ◽  
Angeles García Calderón ◽  
...  
Keyword(s):  
Gender Discourse ◽  
Discourse Strategies ◽  
And Gender

Cyber-communic@tion etiquette

2016 ◽  
Vol 13 (2) ◽  
pp. 86-106
Author(s):  
Abbas Mehrabi Boshrabadi ◽  
Sepideh Bataghva Sarabi
Keyword(s):  
Structured Interviews ◽  
Email Communication ◽  
Content Type ◽  
Academic Context ◽  
Teachers And Students ◽  
Discourse Strategies ◽  
And Gender ◽  
Opening And Closing ◽  
The Impact ◽  
Reduced Forms

Purpose Research has shown that the discursive patterns students use in their email interactions with their teachers are not linguistically and socio-culturally appropriate. Accordingly, the purpose of this paper is to try to explore how socio-cultural conventions influence the Iranian English as a foreign language (EFL) learners’ choices of discourse strategies in their email communications within an academic context. The study, then, investigates the impact of social distance and gender on the stylistic features of students’ email texts. Design/methodology/approach The email texts written by 180 university students majoring in Applied Linguistics were systematically analyzed based on such patterns as opening and closing moves, reduced forms, text connectives, symbolization and emoticons. Alternatively, three semi-structured interviews were conducted to gauge the participants’ motives underlying the selection of particular discourse features. Findings The findings revealed that students, despite many statements to the contrary, were aware of the socio-cultural conventions governing email writing style and could write status-appropriate email messages, which rightly reflected the etiquette of email communication within an academic context. Practical implications The findings may offer certain benefits to EFL teachers and students. Originality/value The paper highlights understanding of a specific social group in relation to their interaction with different status social groups in the context of a specific communication technology and to some extent the perceived effectiveness of such approaches by those invoking them.

scholarly journals HEDGES USED BY INDONESIAN ELT STUDENTS IN WRITTEN AND SPOKEN DISCOURSES

2018 ◽  
Vol 7 (3) ◽  
pp. 650
Author(s):  
Asfina Rida ◽  
A. Effendi Kadarisman ◽  
Utari Praba Astuti
Keyword(s):  
Graduate Students ◽  
Academic Discourse ◽  
State University ◽  
Research Subjects ◽  
Written Discourse ◽  
Spoken Discourse ◽  
Study Section ◽  
Considerable Research ◽  
Degree Of Confidence ◽  
Descriptive Qualitative

Hedging expression is considered an important interactional metadiscourse device which shows the writer’s/speaker’s degree of confidence in the truth of a proposition and his/her attitude to the readers or listeners in academic discourse. Although considerable research on hedges has been undertaken, there have been virtually no studies on hedges in spoken discourse in educational contexts. To fill this gap, this study aims at describing and comparing the use of hedges by Indonesian ELT students in written and spoken discourses. This study is descriptive qualitative in nature. The research subjects were 20 ELT graduate students registered in 2015 at a state university in East Java, Indonesia. The sources of data were the students’ thesis proposals and thesis proposal presentations, particularly the ‘background of the study’ section. As such, the study used a corpus-based approach which utilized concordance software, i.e. AntConc (3.4.4), to examine the frequency of hedges based on types. The use of hedges was categorized on the basis of hedges taxonomy adapted from Salager-Meyer (1994) and Hyland (2005). The findings of this study revealed that (i) in terms of types and frequency, the patterns of the use of hedges types (from the most to the least frequently used) by ELT students in both corpora were almost similar: WD: S–Ap–Em–Ex–Ch, and SD: S–Ap–Ex–Em–Ch (see Table 2 for legends); (ii) ELT students employed more hedges in written discourse than in spoken discourse; and (iii) approximately 65% of hedges variants provided in the taxonomy were employed by ELT students in written and spoken discourses. On the basis of the results of the study, the discourse mode (written or spoken) can be a factor that affects the use of hedges in academic discourse.

Social Annotation as Transcontextualization in Graduate Reading Practices

2021 ◽  
Vol 21 (2) ◽  
pp. 351-368
Author(s):  
Michelle Sprouse
Keyword(s):  
Graduate Students ◽  
Think Aloud ◽  
Reading Practices ◽  
Time And Space ◽  
Written Discourse ◽  
Think Aloud Protocols ◽  
Social Annotation

Abstract Graduate students must learn to read as professionals who move their reading work into spoken and written discourse. This study borrows Deborah Brandt and Katie Clinton's description of transcontextualizing moves to examine how graduate students use social annotation to develop as readers. Specifically, the study examines graduate reading practices through think-aloud protocols and archived annotations of three readers enrolled in a doctoral literacy seminar. Findings suggest that graduate readers may benefit from opportunities to reflect on how the technologies of annotation contribute to the transcontextualization of their reading across time and space.

Language, power, and cross-sex communication strategies in Hindi and Indian English revisited

1990 ◽  
Vol 19 (4) ◽  
pp. 541-546 ◽  
Author(s):  
Rajendra Singh ◽  
Jayant K. Lele
Keyword(s):  
Communication Strategies ◽  
Critical Examination ◽  
Indian English ◽  
Sex Communication ◽  
Discourse Strategies

ABSTRACTA critical examination of the findings of Valentine (1985, 1986), studies devoted to cross-sex communication in Hindi and Indian English, is shown to reveal that the assumptions of the models on which such descriptions are based are not only nonexplanatory but also untenable. They fail because they ignore hierarchical power. Their failure “abroad” must be seen as an invitation to reflect on their alleged success back home. (Discourse, discourse strategies, cross-sex communication, Hindi, Indian English, English, sociolinguistics)

scholarly journals A real interlocutor in elicitation techniques: does it matter?

2016 ◽  
Vol 14 (4) ◽  
pp. 423-436
Author(s):  
Mehmet Kanik
Keyword(s):  
Real Life ◽  
The Other ◽  
Written Discourse ◽  
Completion Task ◽  
Opening And Closing

This study investigates whether adding a real interlocutor to elicitation techniques would result in requests that are different from those gathered through versions with a hypothetical interlocutor. For this purpose, a written method is chosen. One group of 40 students receive a written discourse completion task (DCT) with two situations that ask respondents to write emails on paper to an imaginary professor. This data is compared to earlier data collected from 27 students, where a group of students composed emails for the same situations and sent them electronically to their professor. Thus, while one group write emails to a hypothetical professor, the other group is provided with a real interlocutor. The data is analyzed for the inclusion of opening and closing moves, density, the level of directness and the choices of moves in the opening and closing sequences, as well as the choices of supportive moves. Results indicate significant differences in (the) level of directness, and the choices of moves in the opening and closing sequences. The other analyses do not show significant differences. The findings reveal that the addition of a real interlocutor does make a difference, albeit not a drastic one. The results have implications for the design of elicitation techniques that aim to simulate real life.

scholarly journals Pleas for Respectability: Eighteenth-Century Women Writers Theorizing the Novel

2018 ◽  
Vol 30 (1) ◽  
pp. 9-26
Author(s):  
Amelia Precup
Keyword(s):  
Women Writers ◽  
Eighteenth Century ◽  
Theoretical Work ◽  
Literary Genre ◽  
The Novel ◽  
The Core ◽  
The Past ◽  
Modern Novel ◽  
Theoretical Perspectives ◽  
Long Eighteenth Century

Abstract The emergence and development of the modern novel used to be viewed as a largely masculine affair. However, over the past few decades, researchers and scholars have started to re-evaluate and acknowledge the importance of women’s literary and theoretical work to the rise and evolution of the genre. This article adds to these revisionist efforts by contributing to the ongoing discussion on the theoretical legacy left by some of the most notable British women writers of the long eighteenth century. The article analyses several texts (prefaces, dedications, dialogues, essays, reviews) in which they expressed their perspectives on questions situated at the core of the eighteenth-century debates concerning the novel. The critical and theoretical perspectives advanced by these writers are approached as contributions to the novel’s status as a respectable literary genre and, implicitly, as self-legitimizing efforts.

Peer Review of Term Papers in Graduate Psychology Courses

1993 ◽  
Vol 20 (1) ◽  
pp. 28-32 ◽  
Author(s):  
David A. F. Haaga
Keyword(s):  
Graduate Students ◽  
Peer Review ◽  
Interrater Reliability ◽  
Student Ratings ◽  
Educational Value ◽  
Peer Reviews ◽  
Term Papers ◽  
Psychology Courses ◽  
Blind Reviews

I describe and evaluate an exercise in which graduate students provide blind reviews of each other's term papers. Besides helping students with their own papers, the exercise seems to help them learn to give constructive, substantive feedback to colleagues. Student ratings of the educational value of peer review are high, but a hoped-for effect of increasing interest in publishing papers has not emerged. A study of reviews from three courses suggested that students' reviews show higher interrater reliability than do professional peer reviews of journal manuscripts. Implications of this finding are discussed in relation to some of the explanations offered in the literature for the low reliability of professional peer reviews.

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