[Date Prev][Date Next][Thread Prev][Thread Next][Date Index][Thread Index]

[Xmca-l] Re: 3rd generation activity theory

I don't understand what happens between 5 and 6:

"5. Student B: 'I think that we should put the following contents in our
poster (suggesting a list of topics concerning pet bottles and pet bottle
use) Please give me your opinion.
6. Student C: 'I made a poster about (topic a), please check' (poster4 file
an attachment in the forum, originally poster3)"

How did poster3 get changed into poster4 that is "about topic a". Or was
poster3 already about topic a? If so, then why the need to introduce to
everyone with "I made a poster about (topic a)"? Was "topic a" something
that was introduced by Student B in turn #5? Is this due to the students
not having the resources in English to indicate how their turn relates to
the previous turn?

The continuity/discontinuity (aka "old/new information") is what is unclear
to me. The fact that this poster4 is a revision of poster3 suggests
continuity and old information. But the statement "I made a poster about
(topic a)" suggests discontinuity and new information.


On Tue, Aug 16, 2016 at 10:28 AM, Martin John Packer <
mpacker@uniandes.edu.co> wrote:

> > On Aug 16, 2016, at 9:04 AM, Mark de Boer <mark.yomogi@gmail.com> wrote:
> >
> > I can understand what happens between 1 and 2. This is a simple case. But
> > between 2, 3, and 4 it becomes complicated.
> Mark, I don’t yet understand what happens between 1 and 2!
> > 1. Student A: 'Let's begin working on our poster'
> > 2. Student B: 'I made my poster, please check' (poster1 file an
> attachment
> > in the forum)
> How did “our poster” become “my poster”?
> Martin

Gregory A. Thompson, Ph.D.
Assistant Professor
Department of Anthropology
880 Spencer W. Kimball Tower
Brigham Young University
Provo, UT 84602