In this article, recordings of academic supervision interactions are examined to inform a discussion of how ‘texts’ and ‘practices’ have been conceptualized in Academic Literacies (AL) research. AL perspectives have contributed to a shift in focus, from texts as linguistic objects to the practices in which texts are embedded. With a starting point in ethnomethodology and conversation analysis, we demonstrate the relevance of as an intermediary between texts and the more abstract dimensions of practice targeted by AL, such as ideology, power, and institutional processes. Thereby we extend initiatives in AL to highlight direct interaction between learners and tutors as central to academic literacies pedagogy, and demonstrate the potential of detailed conversation analytic and ethnomethodological analysis for shedding light on the practices within which texts are embedded in the learning and teaching of academic writing.

中文翻译：

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高等教育中的学生写作：从文本到实践再到文本实践

在本文中，我们对学术监督互动的记录进行了检查，以讨论如何在学术素养（AL）研究中概念化“文本”和“实践”。 AL 视角促成了焦点的转变，从作为语言对象的文本转向嵌入文本的实践。以民族方法论和对话分析为出发点，我们证明了作为文本与 AL 所针对的更抽象的实践维度（例如意识形态、权力和制度流程）之间的中介的相关性。因此，我们扩展了 AL 的倡议，强调学习者和导师之间的直接互动作为学术素养教育学的核心，并展示了详细的对话分析和民族方法论分析的潜力，以揭示文本嵌入学术学习和教学的实践。写作。