“Why I quit journalism:” Former journalists’ advice giving as a way to regain control

This study offers a metajournalistic discourse analysis of first-person narratives by former journalists who quit the profession. It finds the former journalists felt powerless while in the industry. They expressed this by writing about feelings of being stuck in their “dream job,” haunted by an always-on mentality, strained mentally overall, and unsupported by the industry and colleagues. This article argues that with these texts, the former journalists regained a sense of power over the industry by offering advice to other journalists about leaving the industry. As with any profession, advice giving in journalism has always occurred in myriad interpersonal settings with a variety of actors, from educators to colleagues to friends. Mediated advice would occur within the relatively restricted realm of journalism trade press. Yet self-publishing digital platforms provide public outlets for advice giving, including to former journalists who have lost their news platform for speaking to the public.

Strengthening the Character Values in the Online Learning Process

The application of character values ​​in the online learning process for Islamic Religious Education (PAI) subjects is a must even though it is not done face-to-face. The purpose of this study is to photograph the character values ​​taught and the challenges PAI teachers face in implementing character education in the online learning process. This type of research uses qualitative research. The sources of data in this study are teachers and students. Data were collected through interviews, documentation, and direct observation of online learning via Google Meet and WhatsApp group. The data analysis technique used is descriptive qualitative. The dominant character values ​​in online learning of Islamic religious education at SDN 114 Leppangang Pinrang are independence, love of reading, discipline, and responsibility. Some methods of implementing character education include giving advice, giving punishments and rewards in adding and subtracting task scores, and controlling student conversation in the WhatsApp group. PAI teachers have their challenges in applying student character values, one of which is not optimal control, parental concern for controlling their children, and technical problems.

Parental Support for Speech Delay in Early Childhood in Kalisari Village, Natar District, South Lampung Regency

This study was aims to explore, describe, and analyze parent support for the speech delay early childhood. This study used to the qualitative method of the research subject is both parents of children who experience speech delay in Kalisari village. This study was used to three methods of data collection, namely observation, interviews, and documentation. The data analyze used to descriptive qualitative. Based on the results of the discussion that has been described it can be concluded that parent support that has been given to children who experience speech delay is informational support, assessment support, instrumental support, emotional social support, and real support. Of the five supports, the researchers concluded that the support often used by subjects was informational support, namely parents provided support through the provision of good advice and advice, giving instructions by installing pictures in the refrigerator so that the twins could understand the food taken and want to say food they took, and provided information by taking the twins for a walk to get a new vocabulary.

Note-taking/making as a resource for substantiating advice at a second language speaking center

This paper uses conversation analysis as an analytical approach to investigate how a tutor and her students in one-on-one speaking consultation sessions at a university in Hong Kong participate in interview-practice activities using English as a medium of instruction. The study uses approximately 4 h of recordings from six tutoring sessions. In particular, by focusing on how interactional practices are intertwined with the activity of note-taking/making, this paper offers a close examination of the advice-giving activity with the use of notes. The findings illustrate that whether the notes reflect what the student shares during an interview-practicing activity or a Q-A sequence during advice-giving activity, the tutor uses the notes to account for her ensuing advice. Based on the findings, I argue that the tutor’s notes play a pivotal role in grounding her advice during interview consultations at the L2 speaking center.

The epistemics of advice-giving sequences: Epistemic primacy and subordination in advice rejection

Although advice is routinely offered in ordinary conversation, commentators and analysts have treated it as a special or delicate type of action, noticing a number of challenges associated with both providing and receiving it. In this article, I first describe the most basic social-sequential context for giving advice and explicate how the formulations speakers use to offer advice are adapted to the distinct epistemic configurations (and other characteristics) that characterize that context. Drawing on Jefferson and Lee’s (1992) observations regarding ‘troubles tellings’, I argue that speakers typically offer advice when a co-participant reports an insoluble trouble or problem to one who (may or claims to) possess special knowledge about the domain of trouble. I show how this epistemic configuration constitutes a ‘home environment’ for advice-giving (i.e. a place where advice may be relevantly offered) and discuss how speakers vary the design of their advice (e.g. using different grammatical forms) to adapt to the sequential environments that entail different epistemic configurations. Finally, I consider how alternative, contrasting responses to advice manage (e.g. by ratifying or challenging) the epistemic framework set in motion by advice-giving.

ONLINE ADVICE: GIVING ADVICE IN AN INTERNET TRAVEL FORUM

This article aims at exploring the discourse moves of giving advice in the online context with an Internet travel forum as an example. The article first reviews relevant literature concerning advice and advice giving. Previous research on online advice giving is also reviewed in the following section. Then, the instrument for data collection of the present study is introduced and online messages, including problem messages and response messages are analyzed from different aspects, e.g. problem description, discursive moves in advice messages and how the initial problem writer responded to the advice-givers. The present study finally reaches to the conclusion that advice and assessment are the two most frequent advice moves in advice messages. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0876/a.php" alt="Hit counter" /></p>