Karianne Skovholt

TL;DR: It is argued that the emoticons in authentic workplace e-mails do not primarily indicate writers' emotions, and it is shown that emoticons function as contextualization cues, which serve to organize interpersonal relations in written interaction.

TL;DR: This study examines how employees in a distributed work group use email copies in networks of collaboration, analyzing explicit and implicit addressing devices used to appoint recipients as primary and secondary participants in the interaction.

TL;DR: The authors examined the anatomy of a teacher-student feedback encounter by qualitatively analysing live recordings of feedback between a teacher and her student in upper secondary school in Norway and found that the teacher used questions to establish a basis to promote her own agenda and worked to optimise students' contributions by providing positive feedback and minimising critiques and disagreement.

TL;DR: The authors analyzed topic talk between teachers and students (12-16 years old) in Norwegian classrooms and identified three sub-groups of teacher formulations: transforming, challenging, and summarizing.

TL;DR: This article investigated how students evaluate their own performance in feedback meetings and found that doing evaluation presents interactional challenges for those eliciting, doing and responding to it, despite the core nature of assessment in educational settings.