Extending with bridges and Mapping maps: A Discourse Based Study of Metaphor in The Writing Center and Writing Classroom

Abstract

This thesis studies the use of metaphor in the writing center and writing classroom. Subjects included 2 instructors, 4 writing tutors and 18 freshmen students. Subjects were recorded during classroom and tutorial discourse and asked to complete questionnaires. The data was analyzed based on a discourse-based approach to metaphor. Subjects used metaphor extensively in both the classroom and the writing center. Specific metaphoric items and groups of items were found to be highly conventional. Novel items were used to create new meanings or to extend the meaning of conventional items. Several source of confusion were identified including source and target domain ambiguity due to combined or competing metaphoric items. Based on the findings, specific suggestions were offered for improving writing pedagogy.