Using interactional sociolinguistics, I analyze two versions of a narrative chronicling the humorous antics of a prankster called Zimmerman who, along with the narrator, was a seminary student in the Midwestern United States in the 1950s. To explore the interactional function of telling stories about pranks, I compare two versions: one which is more performative, the other which feels more like a summary, calling attention to differences in narrative evaluation accomplished through use of such linguistic features as reference, deixis, and (...) contextualization cues. I argue that both versions accomplish moral positioning for the narrator, and work to construct and negotiate his identity as someone who values cleverness, finding humor in the playful defiance of authority. However, by contrasting a telling in which this evaluation is accomplished internally to one in which evaluation is largely external, I hope to highlight how evaluative devices contribute to meaning-making through narrative performance in the relatively understudied genre of prankster tales. (shrink)

Contemporarily, higher education workplaces are characterised by collaboration, transitions, fluidity and the crossing of boundaries, where individuals are involved in ongoing negotiation of multilayered identities and simultaneous membership to various groups. These conditions impact the negotiation of professional identities, work and work relationships. One group of professionals affected by the impetus to fluidly operate within institutions are academic language and learning advisors. In this article, we explore the identity negotiation of a novice ALL advisor through a positioning lens, focusing on (...) small stories conveyed during an interview. We highlight the ways in which she constructs identities vis-à-vis interactions with students and within the ideological and institutional structures of the contemporary university. This article contributes an important new perspective to existing depictions of ALL advisors as a marginalised group of professionals, making space for the study of advisory agency alongside structural analyses. While continuing to negotiate structural challenges, we argue that the participant’s sense of agency needs to be garnered to strengthen group identity and allow for professionals to transition to the role. (shrink)