Disagreements and agreements in personal/diary blogs: A closer look at responsiveness

Bolander, Brook

doi:10.1016/j.pragma.2012.03.008

Cited by 48 publications

(38 citation statements)

References 23 publications

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“…This has led to a new Habermasian online public area called the 'blogosphere' (Barlow, 2008). A few studies have specifically explored 'personal' and 'topic' blogs in relation to their comment sections (Aharony, 2010;Bolander, 2012). In terms of adoption, Anagnost (2000) examines social and community interaction on email list postings by parents who adopted from China, and Quiroz (2007) analyzes how race is discussed in online adoptions forums.…”

Section: Methodsmentioning

confidence: 99%

‘Real’ Families

Myers

2013

Critical Discourse Studies

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Section: Methodsmentioning

confidence: 99%

‘Real’ Families

Myers

2013

Critical Discourse Studies

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“…Bloggers can use these digital spaces as social exchanges to support each other through comments on specific topics of value. This narrator-audience interaction leads to the formation of connections between bloggers and their audience (Bane, Cornish, Erspamer, & Kampan, 2010; Benkler, 2006; Bolander, 2012; Dich, 2016; Sosnowy, 2013) and thus the interactive capabilities of blogs shift the traditional dynamics of narrator-audience relations. These connections function as implicit and explicit supports that comprise the interactive writing environments, which could not have been developed with previous writing media such as the conventional word processor.…”

Section: Literature Reviewmentioning

confidence: 99%

How First-year Students Expressed Their Transition to College Experiences Differently Depending on the Affordances of Two Writing Contexts

Kreniske

2017

Computers and Composition

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Drawing on theory that positions writing as a social process, this study compares how two distinct contexts influenced the linguistic features of college students’ writing over time. In one context, students blogged and received comments, while in the other context students word-processed and received no comments. Systematic qualitative and quantitative analyses of these natural language posts and comments indicated the bloggers used greater rates of cognitive and intensifying expressions in their writing over time than students who word-processed. These results suggest that the affordances of the context influenced narrators’ expressive writing over time. The current findings have significance for scholars seeking to understand connections between interactive media, writing processes, and audience, and for college programs across the U.S. that provide support for first-year students.

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“…Thus, in spite of the existence of pioneering studies on this topic (Kakavá 1993;Kotthof 1993;Pomerantz 1984;Tannen 1994, among others), it has been in recent times that we have witnessed a proliferation of studies on this speech act. 3 However, the majority of studies on disagreement have focused on the production of this speech act by native speakers of English (and its different varieties) (Angouri and Marra 2012;Baym 1996;Bolander 2012;Grimshaw 1990;Gruber 2001;Holmes and Marra 2004;Langlotz and Locher 2012;Muntigl and Turnbull 1998;Rees-Miller 2000). English has also been contrasted with other languages such as Greek (Georgakopoulou 2001;Koutsantoni 2005;Sifianou 1992), Chinese (Bond, Zegarac and Spencer-Oatey 2000;Liang and Han 2005), Japanese (Lawson 2009;LoCastro 1986;Nakajima 1997) or Spanish (García 1989;Santamaría-García 2006), to mention some examples.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Expressing disagreement in English as a lingua franca: Whose pragmatic rules?

Arévalo¹

2014

Intercultural Pragmatics

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Multicultural classrooms provide the intercultural pragmatist with a breeding ground to get firsthand information on intercultural communication. In such a context, if English is used as a lingua franca, these classrooms also become an ideal setting to observe the pragmatics of this relatively unknown variety. The present article aims to analyze qualitatively a sample of data produced by a multicultural group of masters students in which English is used as the lingua franca. More specifically, I intend to answer the following research question: In a multicultural class where English is the medium of instruction and students' peer to peer communication, whose pragmatic "rules" are followed? In other words, do these speakers stick to their own cultural pragmatic rules or follow nativelike ones? More specifically, I focus on the speech act of disagreement given its face-threatening nature and its disruptive potential if carried out in what interlocutors might perceive as the "wrong" way. Disagreement was also chosen given the relative paucity of studies on this speech act -as opposed, for example, others like requests or compliments. For this purpose, the 10 students -from very different cultural backgrounds -were asked to carry out a group assignment. Their negotiation and discussion process, however, was computer-mediated via the use of forums rather than face-to-face. This allowed the researcher to collect naturally occurring, spontaneous data in a relatively easy way (without the need for transcription). It also gave the students the opportunity to interact in a more democratic way. In fact, by being an asynchronous discussion online, they did not have to fight for the conversational turn, but all of them had the chance to contribute to the discussion at their own pace. The sample so collected consists of 15,598 words. The limitation of the sample calls for a qualitative rather than a quantitative approach but is valuable insofar as it represents naturally occurring data. Disagreement expressions were classified according to two main categories: strong and mitigated disagreement (following Kreutel 2007;Pomerantz 1984 andRees-Miller 2000). Inspection of the data reveals that students on the whole show a tendency to avoid strong disagreement whilst favoring mitigated disagreement of different sorts (e.g., use of hedges, asking for clarification, giving explanations, etc.). Moreover, students with high linguistic proficiency displayed a wider range of strategies, following a more nativelike pattern -specifically; they seemed to follow the pragmatic rules of British English. On the other hand, students whose linguistic proficiency was lower also showed a tendency to avoid strong

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Disagreements and agreements in personal/diary blogs: A closer look at responsiveness

Cited by 48 publications

References 23 publications

‘Real’ Families

‘Real’ Families

How First-year Students Expressed Their Transition to College Experiences Differently Depending on the Affordances of Two Writing Contexts

Expressing disagreement in English as a lingua franca: Whose pragmatic rules?

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