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Closing seminars and lectures: The work that lecturers and students do

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journal contribution
posted on 17.11.2016, 14:51 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).

History

School

  • Social Sciences

Department

  • Communication, Media, Social and Policy Studies

Published in

Discourse Studies: an interdisciplinary journal for the study of text and talk

Citation

TYAGUNOVA, 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.

Version

AM (Accepted Manuscript)

Publisher statement

This 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/

Acceptance date

20/10/2016

Publication date

2017

Notes

This paper was accepted for publication in the journal Discourse Studies and the definitive published version is available at https://doi.org/10.1177/1461445617701992

ISSN

1461-7080

Language

en