Group items tagged

ABSTRACT. This article investigates tutor dominance in academic writing tutorials within the framework of institutional discourse. Tutor gender and tutee gender and language proficiency, as well as the interaction of the three, are considered as exponents of interactant dominance. Pragmatic measures of tutor dominance selected are frequency of directives, directive type, and mitigation strategies. Analysis indicates that these features of tutors' speech remain relatively constant in interactions with male and female tutees or with native and nonnative speakers of English. These results suggest that institutional context outweighs gender and language proficiency in the definition of participant roles and the sanctioning of tutor dominance behaviors.

discussing options for gender-inclusive pronouns

Discussing the use of the singular "they," issues of number and agreement, gender, etc.

discussing appropriateness of accommodating requests for same-sex tutors discussion continues: http://lyris.ttu.edu/read/messages?id=19034204

a discussion of resources on women and rhetoric/composition

see also: http://lyris.ttu.edu/read/messages?id=19152149 see also: http://lyris.ttu.edu/read/messages?id=21757331 see also: http://lyris.ttu.edu/read/messages?id=22747331

archives of the Journal of Writing Research; open access articles available as PDFs