Responding to Supervisory Feedback: Mediated Positioning in Thesis Writing

The process of responding to supervisory feedback requires student writers position themselves toward both the provider and content that feedback, indicating their stance in interaction evolving disciplinary competence. How positionings are discursively shaped, developed, enacted influence thesis revisions, however, has been relatively unexplored. In this article, we trace how two master’s students construct positions interactions subsequent revisions literature review drafts. Through discourse intertextual analyses, propose three dimensions interpersonal positioning ( cooperative, self-assertive, explorative) co-constructed reinforce local cooperation modify conceptualizations research work. We highlight scaffolded, responsive, reflexive types as concrete expressions mediated which help regulate ways orientate writing discipline.