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Closing seminars and lectures: The work that lecturers and students do
journal contributionposted on 2016-11-17, 14:51 authored by Tanya Tyagunova, Christian Greiffenhagen
Based on an analysis of naturally occurring interactions between lecturers and students, this article investigates how university lectures and seminars are brought to a close through the collaborative work of lecturers and students. The analysis focuses on: firstly, the resources that lecturers and students have to accomplish this (which do not just include speech, but also embodied conduct, as well as references to clock time and lesson phases); secondly, the active role that students play, who may engage in closing activities in ways that attempt to preserve the classroom order (e.g., by packing up silently while continuing to demonstrably listen) or in ways that are disruptive of it (e.g., by packing up noisily); thirdly, the occasional subversive role that students may adopt, who may attempt to initiate closings in order to cut the lecture or seminar short (e.g., by suggesting to the lecturer that he or she is going over time or by engaging in ‘premature’ closing activities).
- Social Sciences
- Communication, Media, Social and Policy Studies
Published inDiscourse Studies: an interdisciplinary journal for the study of text and talk
CitationTYAGUNOVA, T. and GREIFFENHAGEN, C., 2017. Closing Seminars and lectures: The work that lecturers and students do. Discourse Studies, 19(3), pp.314-340.
Publisher© The Authors. Published by Sage.
- AM (Accepted Manuscript)
Publisher statementThis work is made available according to the conditions of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) licence. Full details of this licence are available at: https://creativecommons.org/licenses/by-nc-nd/4.0/
NotesThis paper was accepted for publication in the journal Discourse Studies and the definitive published version is available at https://doi.org/10.1177/1461445617701992