{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/87508"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/87508","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Identity and Alignment in Collaborative Student Engineering Design Reviews","abstract":"This study investigates the influence of participants' alignments, or footings, on the use of the politeness strategies identified by Brown and Levinson (1987). Forty-two feedback sessions between student engineering design teams and their faculty supervisors were videotaped and transcribed. The transcripts were unitized, and then coded for alignments, politeness strategies, and face threat of the evaluation. The results suggested that, in addition to the effect of face threat, the alignments faculty members took towards the student groups influenced the amount and type of politeness strategies they utilized. Three extensions of Brown and Levinson's model of politeness are warranted. Because participants' alignments can change during an interaction, power and distance are not static, but instead shift as alignments shift. Capturing such shifts in alignments is necessary to account for politeness strategies. Further, although Brown and Levinson applied their model to dyadic interactions, the results of this study suggest that the model can be extended to apply to interactions between groups. Finally, the results suggest that the politeness strategies utilized can be influenced by nonpresent others.","abstract_html":"This study investigates the influence of participants' alignments, or footings, on the use of the politeness strategies identified by Brown and Levinson (1987). Forty-two feedback sessions between student engineering design teams and their faculty supervisors were videotaped and transcribed. The transcripts were unitized, and then coded for alignments, politeness strategies, and face threat of the evaluation. The results suggested that, in addition to the effect of face threat, the alignments faculty members took towards the student groups influenced the amount and type of politeness strategies they utilized. Three extensions of Brown and Levinson's model of politeness are warranted. Because participants' alignments can change during an interaction, power and distance are not static, but instead shift as alignments shift. Capturing such shifts in alignments is necessary to account for politeness strategies. Further, although Brown and Levinson applied their model to dyadic interactions, the results of this study suggest that the model can be extended to apply to interactions between groups. Finally, the results suggest that the politeness strategies utilized can be influenced by nonpresent others.","abstract_has_math":false,"creators":["Dun, Suzanne Alexandra"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Speech Communication","degree_department":null,"school":null,"contributors":["O'Keefe, Barbara J."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-09-28T16:04:46Z","date_published":"2015-09-28T16:04:46Z","updated_at":"2026-07-22T22:26:30Z","subjects":["Speech Communication"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(MiAaPQ)AAI3086049"],"render_values":[{"text":"(MiAaPQ)AAI3086049","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/87508","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["O'Keefe, Barbara J."]},{"key":"dc:creator","label":"Author","values":["Dun, Suzanne Alexandra"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2015-09-28T16:04:46Z","10000-01-01","2003"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Speech Communication"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Speech Communication"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/87508","(MiAaPQ)AAI3086049"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["This study investigates the influence of participants' alignments, or footings, on the use of the politeness strategies identified by Brown and Levinson (1987). Forty-two feedback sessions between student engineering design teams and their faculty supervisors were videotaped and transcribed. The transcripts were unitized, and then coded for alignments, politeness strategies, and face threat of the evaluation. The results suggested that, in addition to the effect of face threat, the alignments faculty members took towards the student groups influenced the amount and type of politeness strategies they utilized. Three extensions of Brown and Levinson's model of politeness are warranted. Because participants' alignments can change during an interaction, power and distance are not static, but instead shift as alignments shift. Capturing such shifts in alignments is necessary to account for politeness strategies. Further, although Brown and Levinson applied their model to dyadic interactions, the results of this study suggest that the model can be extended to apply to interactions between groups. Finally, the results suggest that the politeness strategies utilized can be influenced by nonpresent others.","Made available in DSpace on 2015-09-28T16:04:46Z (GMT). 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Forty-two feedback sessions between student engineering design teams and their faculty supervisors were videotaped and transcribed. The transcripts were unitized, and then coded for alignments, politeness strategies, and face threat of the evaluation. The results suggested that, in addition to the effect of face threat, the alignments faculty members took towards the student groups influenced the amount and type of politeness strategies they utilized. Three extensions of Brown and Levinson's model of politeness are warranted. Because participants' alignments can change during an interaction, power and distance are not static, but instead shift as alignments shift. Capturing such shifts in alignments is necessary to account for politeness strategies. Further, although Brown and Levinson applied their model to dyadic interactions, the results of this study suggest that the model can be extended to apply to interactions between groups. 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