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Article published In: Writing in interaction
Edited by Lorenza Mondada
[Language and Dialogue 6:1] 2016
► pp. 1–53

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Writing-in-interaction

Studying writing as a multimodal phenomenon in social interaction

 | University of Helsinki
Published online: 19 May 2016
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https://doi.org/10.1075/ld.6.1.01mon
This article, introducing the special issue, aims at sketching the emerging field of studies on writing-in-interaction within an ethnomethodological (EM) and conversation analytic (CA) perspective. It does so by situating research carried out in this perspective within the existing literature and by offering some larger input on how the field could be developed. Writing-in-interaction is here approached by considering writing in social interaction as a multimodal phenomenon, with a special emphasis on handwriting. The paper presents current studies and further possible developments of writing in interaction, including the detailed analysis of video fragments. It shows how it is possible to finely analyze the moment-by-moment organization of writing as a multimodal social practice, demonstrating its embodied projectability, its material and multimodal graphic achievement, and its embeddedness in sequential organization and in multiactivity.
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2024. Using the chat function for L2 learning in video-mediated interaction. Linguistics and Education 83 ► pp. 101320 ff. DOI logo
Harikkala-Laihinen, Riikka, Sanna Fäldt & Erik Bäckman
2024. From words to action (research): a new generation of workplace training. Journal of Workplace Learning 36:9 ► pp. 53 ff. DOI logo
Padua, Joao Pedro
2024. Ethnomethodology of written discourse: An analytical model for treating written discourse as ongoing social action. Journal of Pragmatics 222 ► pp. 1 ff. DOI logo
Tomasine, Joseph S.
2024. Accomplishing feedback through inscription during reading assessment interaction. Linguistics and Education 80 ► pp. 101282 ff. DOI logo
Tomasine, Joseph S.
2024. The multimodal organization of feedback and its documentation: multiactivity during formal, formative reading assessment. Frontiers in Communication 9 DOI logo
Mlynář, Jakub
2023. Lifting the pen and the gaze: embodied recruitment in collaborative writing. Text & Talk 43:1 ► pp. 69 ff. DOI logo
Nicolai, Mart & Neil Aaron Thompson
2023. ‘How might we?’: Studying new venture ideation in and through practices. Scandinavian Journal of Management 39:2 ► pp. 101275 ff. DOI logo
Weiste, Elina, Inka Koskela, Aku Kallio, Hanna Keränen, Sanna Pesonen, Erja Sormunen, Pirjo Juvonen-Posti & Johanna Ruusuvuori
2023. Balancing participation in writing meeting minutes online in video-mediated return-to-work negotiations. Frontiers in Communication 8 DOI logo
Doody, Sara & Natasha Artemeva
2022. “Everything Is in the Lab Book”: Multimodal Writing, Activity, and Genre Analysis of Symbolic Mediation in Medical Physics. Written Communication 39:1 ► pp. 3 ff. DOI logo
GREER, TIM & ZACHARY NANBU
2022. Visualizing Emergent Turn Construction: Seeing Writing While Speaking. The Modern Language Journal 106:S1 ► pp. 69 ff. DOI logo
Herder, Anke, Jan Berenst, Kees de Glopper & Tom Koole
2022. Conversational functions of ‘I know’, ‘you know’ and ‘we know’ in collaborative writing of primary school children. Classroom Discourse 13:1 ► pp. 1 ff. DOI logo
Komter, Martha
2022. Institutional and Academic Transcripts of Police Interrogations. Frontiers in Communication 7 DOI logo
Mohamadi Zenouzagh, Zohre
2022. Language-related episodes and feedback in synchronous voiced-based and asynchronous text-based computer-mediated communications. Journal of Computers in Education 9:3 ► pp. 515 ff. DOI logo
Musk, Nigel
2022. Using online translation tools in computer-assisted collaborative EFL writing. Classroom Discourse 13:2 ► pp. 119 ff. DOI logo
Nissi, Riikka & Esa Lehtinen
2022. Digital Documenting Practices: Collaborative Writing in Workplace Training. Written Communication 39:4 ► pp. 564 ff. DOI logo
Norén, Niklas, Helen Melander Bowden & Ann-Carita Evaldsson
2022. Young students’ treatment of synthetic voicing as an interactional resource in digital writing. Classroom Discourse 13:3 ► pp. 241 ff. DOI logo
SUZUKI, Minato
2022. Conversation Analysis of Showing Picture Drawing. Japanese Sociological Review 73:1 ► pp. 19 ff. DOI logo
Thompson, Neil Aaron & Orla Byrne
2022. Imagining Futures: Theorizing the Practical Knowledge of Future-making. Organization Studies 43:2 ► pp. 247 ff. DOI logo
Aline, David & Yuri Hosoda
2021. Deployment of the formulaic utterance “how about∼” in task-based second language classroom discussions. Intercultural Pragmatics 18:4 ► pp. 425 ff. DOI logo
Balaman, Ufuk
2021. The Interactional Organization of Video‐Mediated Collaborative Writing: Focus on Repair Practices. TESOL Quarterly 55:3 ► pp. 979 ff. DOI logo
Hansell, Katri & Michaela Pörn
2021. Samskrivande i virtuell lärmiljö. Nordand 16:1 ► pp. 4 ff. DOI logo
Magnusson, Simon
2021. Establishing jointness in proximal multiparty decision-making: The case of collaborative writing. Journal of Pragmatics 181 ► pp. 32 ff. DOI logo
Mathieu, Corinne S., Nausica Marcos Miguel & Teppo Jakonen
2021. Introduction: classroom discourse at the intersection of language education and materiality. Classroom Discourse 12:1-2 ► pp. 1 ff. DOI logo
Nielsen, Søren Beck
2021. Interactional integration of talk and note-taking. Psychology of Language and Communication 25:1 ► pp. 145 ff. DOI logo
Yagi, Junichi
2021. Enactingburikko. Applied Pragmatics 3:2 ► pp. 195 ff. DOI logo
Abe, Makoto
2020. Interactional practices for online collaborative writing. Journal of Second Language Writing 49 ► pp. 100752 ff. DOI logo
Brouwer, Catherine E. & Kristian Mortensen
2020. Coordinated note-taking?. Journal of Applied Linguistics and Professional Practice 14:2 ► pp. 256 ff. DOI logo
Day, Dennis & Kristian Mortensen
2020. Inscribed objects in professional practices. Journal of Applied Linguistics and Professional Practice 14:2 ► pp. 119 ff. DOI logo
Greer, Tim & Chris Leyland
2020. Inscribed objects as resources for achieving progressivity in lesson planning talk. Journal of Applied Linguistics and Professional Practice 14:2 ► pp. 200 ff. DOI logo
Hamann, Magnus G.T.
2020. Using written information to answer questions in rehabilitation after traumatic brain injury. Journal of Applied Linguistics and Professional Practice 14:2 ► pp. 230 ff. DOI logo
Hazel, Spencer
2020. Doing notes. Journal of Applied Linguistics and Professional Practice 14:2 ► pp. 149 ff. DOI logo
Lindholm, Camilla, Melisa Stevanovic, Taina Valkeapää & Elina Weiste
2020. Writing: A Versatile Resource in the Treatment of the Clients’ Proposals. In Joint Decision Making in Mental Health, ► pp. 187 ff. DOI logo
Nishizaka, Aug
2020. Appearance and Action: The Sequential Organization of Instructions in Japanese Calligraphy Lessons. Research on Language and Social Interaction 53:3 ► pp. 295 ff. DOI logo
Nissi, Riikka & Pekka Pälli
2020. Textual artefacts at the centre of sensemaking: The use of discursive-material resources in constructing joint understanding in organisational workshops. Discourse Studies 22:2 ► pp. 123 ff. DOI logo
Dolata, Mateusz, Doris Agotai, Simon Schubiger & Gerhard Schwabe
2019. Pen-and-paper Rituals in Service Interaction. Proceedings of the ACM on Human-Computer Interaction 3:CSCW ► pp. 1 ff. DOI logo
Fogarty-Bourget, Chloë G., Natasha Artemeva & Janna Fox
2019. Gestural silence. In Engagement in Professional Genres [Pragmatics & Beyond New Series, 301], ► pp. 277 ff. DOI logo
Jakonen, Teppo
2019. The integration of content and language in students’ task answer production in the bilingual classroom. International Journal of Bilingual Education and Bilingualism 22:4 ► pp. 428 ff. DOI logo
Juvonen, Riitta, Marie Tanner, Christina Olin-Scheller, Liisa Tainio & Anna Slotte
2019. ‘Being stuck’. Analyzing text-planning activities in digitally rich upper secondary school classrooms. Learning, Culture and Social Interaction 21 ► pp. 196 ff. DOI logo
Lefebvre, Augustin
2019. The Anatomy of Learning a Foreign Language in Classroom with a Textbook: An Interactional and Multimodal Approach. In Reconceptualizing Connections between Language, Literacy and Learning [Educational Linguistics, 39], ► pp. 55 ff. DOI logo
Deppermann, Arnulf & Jürgen Streeck
2018. The body in interaction. In Time in Embodied Interaction [Pragmatics & Beyond New Series, 293], ► pp. 1 ff. DOI logo
Karvonen, Ulla, Liisa Tainio & Sara Routarinne
2018. Uncovering the pedagogical potential of texts: Curriculum materials in classroom interaction in first language and literature education. Learning, Culture and Social Interaction 17 ► pp. 38 ff. DOI logo
Räisänen, Tiina
2018. Translingual Practices in Global Business. A Longitudinal Study of a Professional Communicative Repertoire. In Translanguaging as Everyday Practice [Multilingual Education, 28], ► pp. 149 ff. DOI logo
Dolata, Mateusz & Gerhard Schwabe
2017. Paper Practices in Institutional Talk: How Financial Advisors Impress their Clients. Computer Supported Cooperative Work (CSCW) 26:4-6 ► pp. 769 ff. DOI logo
Hall, Joan Kelly & Emily Rine Butler
2017. The shifting role of a document in managing conflict and shaping the outcome of a small group meeting. Text & Talk 37:5 DOI logo
Kusters, Annelies, Massimiliano Spotti, Ruth Swanwick & Elina Tapio
2017. Beyond languages, beyond modalities: transforming the study of semiotic repertoires. International Journal of Multilingualism 14:3 ► pp. 219 ff. DOI logo
Nguyen, Hanh thi
2017. The sequential organization of text and speech in multimodal synchronous computer-mediated communication. Text & Talk 37:1 DOI logo
Mondada, Lorenza
2016. Challenges of multimodality: Language and the body in social interaction. Journal of Sociolinguistics 20:3 ► pp. 336 ff. DOI logo
Mondada, Lorenza
2017. Le défi de la multimodalité en interaction. Revue française de linguistique appliquée Vol. XXII:2 ► pp. 71 ff. DOI logo
Mondada, Lorenza
2018. Multiple Temporalities of Language and Body in Interaction: Challenges for Transcribing Multimodality. Research on Language and Social Interaction 51:1 ► pp. 85 ff. DOI logo
Mondada, Lorenza
2019. Contemporary issues in conversation analysis: Embodiment and materiality, multimodality and multisensoriality in social interaction. Journal of Pragmatics 145 ► pp. 47 ff. DOI logo
Mondada, Lorenza
2025. The normative order of sensing: enacting the tasting sheet in tasting training sessions. Text & Talk 45:1 ► pp. 79 ff. DOI logo

This list is based on CrossRef data as of 25 november 2025. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

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