Language and Professional Identity: Aspects of Collaborative by Keith Richards

By Keith Richards

This booklet explores the ways that specialist teams enhance particular interactional strategies for undertaking and representing their actions, all of which give a contribution to a particular collaborative identification. It highlights the drawbacks in addition to the benefits of collaborative speak, pointing to methods of bettering specialist functionality. Its research of subject matters resembling id, argument, narrative, and metaphor signifies that it's going to entice researchers outdoor the fields of utilized linguistics verbal exchange, for whom it truly is essentially meant.

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Additional resources for Language and Professional Identity: Aspects of Collaborative Interaction (Palgrave Studies in Professional and Oganizational Discourse)

Sample text

Helen: No no. It’s all right. (Definitely:::)= Jack: And he can’t use the China one any more can he? Helen: No no (no more) Jack: Okay. Helen: I’m so rry about that. Jack: Jolly good. That’s all right. The Power of the Group 47 Having begun by taking up opposing positions at the beginning of the discussion, Helen and Jack are now at pains to support one another. 332), while Helen’s responses to his conclusions builds to an agreement of rare force: ‘No Nonononononono. No no we don’t. We don’t we don’t.

Institutional they most certainly are, but Boden’s words apply equally well to the group, which exploits the meeting as an instrument of its own purposes. As a structure carrying such complex freight, the meeting – and its organisation – represents a core activity. In fact, because meetings cover such a wide range of topics and purposes, engaging groups of such different sizes and composition, the generic term ‘meeting’ embraces a range of structures and activities (see, for example, van Vree, 1999).

4) students who have to have an INterview,=with people from Registry, who have to apply formally,= =Right. The basis for his dismissal is that scholarships are not available anywhere in the university and that the only alternative source of money, from a hardship fund, is available only to on-campus students. However, the rhetorical structure of this extended turn is interesting, suggesting a pronouncement rather than an argument. It comprises three parts. 44) which might have been sufficient in itself, but it is followed by a three-part emphatic expansion closing down the possibility of change through the effect of time (‘nor likely to be’), person (‘for anybody’), or circumstance (‘under any circumstances’), rounded off by the underlining finality of ‘period’.

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