Talking about writing in China: Examining tutor-writer interaction during individualized writing center tutorials at Chinese universities (Record no. 193490)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 01810nam a22001937a 4500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20241223154742.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 241223b |||||||| |||| 00| 0 eng d |
| 040 ## - CATALOGING SOURCE | |
| Transcribing agency | LDD |
| 100 ## - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Zhang, Jing |
| 245 ## - TITLE STATEMENT | |
| Title | Talking about writing in China: Examining tutor-writer interaction during individualized writing center tutorials at Chinese universities |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
| Place of publication, distribution, etc. | Elsevier, 2024 |
| 300 ## - PHYSICAL DESCRIPTION | |
| Other physical details | p. 1-17 |
| 490 ## - Journal | |
| Journal | Journal Of Linguistics and Education |
| Volume/sequential designation | Vol. 81 |
| 500 ## - GENERAL NOTE | |
| General note | Talk lies at the heart of writing center work, yet studies on tutorial interaction have predominantly focused on tutor talk while largely neglecting writer talk, especially at English as a Foreign Language (EFL) writing centers. To investigate tutorial interaction in a holistic manner, this study examined tutor-writer interaction during individualized writing tutorials at two university English writing centers in China—an EFL context where writing centers have garnered increasing scholarly attention yet scant empirical research. Based on recorded tutorials and retrospective interviews with faculty tutors and student writers, this study: 1) highlighted the co-constructed nature of tutorial interaction by expanding Mackiewicz and Thompson's (2015) spectrum of tutoring strategies and by proposing a systematic coding scheme for student writers’ interaction strategies, and 2) investigated tutors’ and student writers’ perceptions and evaluation of their tutorial interaction to offer context-specific implications on individualized writing support provision and tutorial interaction research in EFL contexts. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name entry element | Writer Interaction |
| 700 ## - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Zhao, Yebing |
| 856 ## - ELECTRONIC LOCATION AND ACCESS | |
| Link text | click here to access online |
| Uniform Resource Identifier | <a href="https://www.sciencedirect.com/science/article/abs/pii/S0898589824000433">https://www.sciencedirect.com/science/article/abs/pii/S0898589824000433</a> |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Source of classification or shelving scheme | Dewey Decimal Classification |
| Koha item type | Article |
| Date last seen | Total checkouts | Price effective from | Koha item type | Lost status | Source of classification or shelving scheme | Damaged status | Not for loan | Withdrawn status | Home library | Current library | Date acquired |
|---|---|---|---|---|---|---|---|---|---|---|---|
| 12/23/2024 | 12/23/2024 | Article | Dewey Decimal Classification | Library and Documentation Division NCERT | Library and Documentation Division NCERT | 12/23/2024 |
