ABSTRACT

Contributing to academic literacies research, this study investigates how counselors at university writing centers in Sweden and Finland handle the micro-level management of knowledge in advice-giving. While writing counselors are experienced in academic writing, they are not necessarily familiar with students’ subject areas and may also lack access to other relevant information, such as specific writing instructions. Using Conversation Analysis, we examine how writing counselors address their lack of relevant knowledge through claims of insufficient knowledge (CIK). CIKs are typically used in assessment activities, to downgrade both positive and negative assessments, but sometimes also to upgrade positive assessments. Our findings demonstrate how the distribution of knowledge is negotiated in academic writing consultations and illustrate the epistemic complexity of this setting.

摘要

本研究为学术素养研究做出了贡献，调查了瑞典和芬兰大学写作中心的辅导员如何处理建议中知识的微观管理。虽然写作顾问在学术写作方面经验丰富，但他们不一定熟悉学生的学科领域，也可能无法获得其他相关信息，例如具体的写作指导。使用对话分析，我们检查写作顾问如何通过声称知识不足 (CIK) 来解决他们缺乏相关知识的问题。CIK 通常用于评估活动，以降级正面和负面评估，但有时也用于升级正面评估。