| Summary: | Collaboration in writing tutorial sessions has been a fundamental concept in writing
center studies since the onset of writing centers, yet there is a lack of empirical research dealing
with collaboration in writing center tutorials. Furthermore, there is a noticeable lack of research
studying ESL writing center clients, particularly female L1 Arabic speakers. This dissertation
proposed to closely observe, record, and analyze the linguistic and paralinguistic features of ESL
writing tutorials in order to better understand the nature of collaboration, when it occurs, how it
manifests itself, and whether or not it is a component of a successful tutorial encounter as
perceived by both the client and the tutor. A number of different linguistic and paralinguistic
markers for collaboration are presented herein, such as laughter, pauses, and various types of
questions. Some of these, like laughter, show a connection to perceived collaboration in a session
as described by tutor and client alike. Moreover, a more in-depth explanation of the concept of
modification is provided.
|
|---|
