The Function of Talk in the Writing Conference: A Study of Tutorial Conversation

Abstract

The article presents a study that examines the oral interaction that occurred between undergraduate writers and graduate student tutors in the writing center at Indiana University of Pennsylvania. A classroom analysis instrument devised by John Fanselow was used to code the conversations that identify four types of conversation moves which include to structure (STR) the nature of the interaction, to solicit (SOL) specific responses and to respond (RES) to solicitations. The results compare in interesting ways to Fanselow's study wherein tutoring talks appear to have qualities of both teaching and non-teaching talk.