Socialization via Metadiscourse in Collaborative Reasoning Discussions and Essays, Inclusive of Quiet and Shy Children

• In Event: Poster Session 5
  In Poster Session: Literacy Research Issues in the 21st Century

Abstract

The study examines 77 fourth-graders’ metadiscourse in Collaborative Reasoning/CR discussions and essays, and socio-metric questionnaire peer-ratings of quietness/shyness, talkativeness, and ‘ingenuity’/ having-good-ideas. Quietness/shyness was negatively related to Contrastives, Causatives and other text-organizing metadiscourse (incl. Code-Glosses or Induction), which suggests shunning of contrastive viewpoints, causal reasoning or minimalistic discourse binding. Their self-oriented Attitude, bare Illocutionary assertions and Possibility-modals suggest acquiescence, while deficiency in Intersubjectivity or Attitude Marking imply little social-lubrication, social-evaluation avoidance and face-saving mechanisms. Micro-genetic discussion comparisons document gains in Causative, Evidential and stronger Obligation-expressions which are attributable to Collaborative Reasoning exposure. For enhanced quiet/shy children’s oracy and argumentation intersubjectivity/‘camaraderie’-induced climate and emphasis on contrastive viewpoints and causality (nutshell argument form) are urged in inclusive, cognitively and socially-enriching academic practices.

Authors

• Beata Latawiec, Wichita State University

• Richard C. Anderson, University of Illinois at Urbana-Champaign