“Dialogging”: A Social Interactive Practice in Academic Writing

Abstract

This study of the practice of writing logs as part of an academic writing course examined the linguistic markers of interaction that characterize the texts of the logs. Based on Hyland’s model of interaction in academic discourse, the texts were analyzed both quantitatively and qualitatively in order to describe the types and extent of interaction that were evident in the text. The results of the study indicate a high level of interaction and imply that the practice of writing logs—and especially writing “e-logs”—may well be considered as a forum for dialogue and meaning-making through writing.