抄録
Discourse study in writing has focused on making meaning processes of students' writing. This study proposes dialogic perspectives and examines linguistic features in writing research. To identify dialogic processes, "literate activity" characterized as writing is "situated, mediated, and dispersed," and topic frameworks were utilized for analyzing compositions written by students. To analyze writings in this approach, two examples written by a student in class were selected for analysis. During class, after reading an article about bribery to increase audience share, the students wrote a first composition in this case study. After the first writing, they discussed audience share and wrote a second composition. The analysis of these compositions reveals that the first writing shared the topic and argument space with the article based on dialogic processes, whereas the second writing was based on direct interaction with a dispersed context and the topic was relativized. Thus, it is important to construct dialogic interactions with contexts in mediated writing.
