Dialogic Literary Argumentation In High School Language Arts Classrooms
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Dialogic Literary Argumentation In High School Language Arts Classrooms
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Author : David Bloome
language : en
Publisher: Routledge
Release Date : 2019-09-23
Dialogic Literary Argumentation In High School Language Arts Classrooms written by David Bloome and has been published by Routledge this book supported file pdf, txt, epub, kindle and other format this book has been release on 2019-09-23 with Education categories.
Written by leaders in the field of literacy and language arts Education, this volume defines Dialogic Literary Argumentation, outlines its key principles, and provides in-depth analysis of classroom social practices and teacher-student interactions to illustrate the possibilities of a social perspective for a new vision of teaching, reading and understanding literature. Dialogic Literary Argumentation builds on the idea of arguing to learn to engage teachers and students in using literature to explore what it means to be human situated in the world at a particular time and place. Dialogic Literary Argumentation fosters deep and complex understandings of literature by engaging students in dialogical social practices that foster dialectical spaces, intertextuality, and an unpacking of taken-for-granted assumptions about rationality and personhood. Dialogic Literary Argumentation offers new ways to engage in argumentation aligned with new ways to read literature in the high school classroom. Offering theory and analysis to shape the future use of literature in secondary classrooms, this text will be great interest to researchers, graduate and postgraduate students, academics and libraries in the fields of English and Language Arts Education, Teacher Education, Literacy Studies, Writing and Composition.
Teaching Literature Using Dialogic Literary Argumentation
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Author : Matt Seymour
language : en
Publisher: Routledge
Release Date : 2020-04-23
Teaching Literature Using Dialogic Literary Argumentation written by Matt Seymour and has been published by Routledge this book supported file pdf, txt, epub, kindle and other format this book has been release on 2020-04-23 with Education categories.
Introducing a new framework for teaching and learning literature in secondary schools, this book presents Dialogic Literary Argumentation as an inquiry-based approach to engage students in communicating and exploring ideas about literature. As a process of discovery, Dialogic Literary Argumentation facilitates conversation—"arguing-to-learn"—as a method to support students’ diverse perspectives and engagement with one another in order to develop individual and collective understandings of literature and their place in the world. Covering both the theoretical foundation and application of this method, this book demonstrates how to apply Dialogic Literary Argumentation to teach literature in a way that foregrounds dialogue, learning through inquiry, diverse views, listening to others, and engagement with our communities. Ideal for preservice teachers in literacy methods courses and practicing teachers, it features real-world cases, discussions of the principles presented, resource lists, and conversation starters for professional learning communities, professional development, and teacher education.
Dialogic Literary Argumentation In High School Language Arts Classrooms
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Author : David Bloome
language : en
Publisher: Routledge
Release Date : 2019-09-23
Dialogic Literary Argumentation In High School Language Arts Classrooms written by David Bloome and has been published by Routledge this book supported file pdf, txt, epub, kindle and other format this book has been release on 2019-09-23 with Education categories.
Written by leaders in the field of literacy and language arts Education, this volume defines Dialogic Literary Argumentation, outlines its key principles, and provides in-depth analysis of classroom social practices and teacher-student interactions to illustrate the possibilities of a social perspective for a new vision of teaching, reading and understanding literature. Dialogic Literary Argumentation builds on the idea of arguing to learn to engage teachers and students in using literature to explore what it means to be human situated in the world at a particular time and place. Dialogic Literary Argumentation fosters deep and complex understandings of literature by engaging students in dialogical social practices that foster dialectical spaces, intertextuality, and an unpacking of taken-for-granted assumptions about rationality and personhood. Dialogic Literary Argumentation offers new ways to engage in argumentation aligned with new ways to read literature in the high school classroom. Offering theory and analysis to shape the future use of literature in secondary classrooms, this text will be great interest to researchers, graduate and postgraduate students, academics and libraries in the fields of English and Language Arts Education, Teacher Education, Literacy Studies, Writing and Composition.
English Language Arts Research And Teaching
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Author : Russel K. Durst
language : en
Publisher: Taylor & Francis
Release Date : 2017-04-21
English Language Arts Research And Teaching written by Russel K. Durst and has been published by Taylor & Francis this book supported file pdf, txt, epub, kindle and other format this book has been release on 2017-04-21 with Education categories.
Cover -- Half Title -- Title Page -- Copyright Page -- Table of Contents -- Artist's Statement about the Cover -- Preface -- 1 Introduction: Arthur N. Applebee: A Scholar's Life in Retrospect -- Section 1 Considering Curriculum as Conversation -- 2 Discussion, Conversation, and Dialogue: Applebee, Bakhtin, and Speech in School -- 3 Entering the Conversation: Creating a Pathway to Academic Literacy -- 4 A Curricular Conversation in Teacher Education: In the Domain of Dialogic Teaching -- 5 Bringing Queer Students and LGBT-Inclusive Literature into the Conversation: Lessons We've Learned from the Work of Arthur Applebee -- Section 2 Writing as a Tool for Learning -- 6 Writing the World to Build the World, Iteratively: Inscribing Data and Projecting New Materialities in an Engineering Design Project -- 7 Nurturing Discursive Strengths: Efforts to Improve the Teaching of Reading and Writing in a Latino Charter School -- 8 Reading the World as Text: Black Adolescents and Out-of-School Literacies -- 9 The Internet's Concept of Story -- Section 3 Talking it Out: Class Discussion and Literary Understanding -- 10 Adaptive Expertise in the Teaching and Learning of Literary Argumentation in High School English Language Arts Classrooms -- 11 Literary Theory in the Secondary School -- 12 Dialogic Eventful Teaching through Dialogic Conversation and Dramatic Inquiry -- 13 Curricular Conversations, Reading the World, Intertextuality, and Doing School in a Tenth Grade English Language Arts Classroom Conversation -- Section 4 Conclusion -- 14 Practical Progressivism: W. Wilbur Hatfield, Deweyan Pedagogy, and the Future of English Teaching -- List of Contributors -- Index
Dialogic Literary Argumentation And The Social Process Of Warranting In An English Language Arts Classroom
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Author : Theresa Thanos
language : en
Publisher:
Release Date : 2020
Dialogic Literary Argumentation And The Social Process Of Warranting In An English Language Arts Classroom written by Theresa Thanos and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2020 with Dialogism (Literary analysis) categories.
The purpose of this dissertation is to explore and extend Dialogic Literary Argumentation (Bloome, Newell, Hirvela, & Lin, 2019) through a teacher-researcher collaborative ethnographic study that intentionally foregrounded the social process of warranting through theory-deduced principles over the course of one instructional year in an eleventh grade standard level International Baccalaureate Literature course. This study drew upon a social constructionist perspective (Gergen, 2009), embracing the co-construction of knowledge through the dialogic, with particular focus on a social practice approach to argumentation (Newell, Bloome, Hirvela, 2015). Using ethnography as well as some elements of design-based research, I worked with Ms. Hill to foreground the social process of warranting through our principles embracing tension, openness, and looking across perspectives, documenting students' uptake of practices related to the principles as well as how Ms. Hill and I worked together to respond. Our principles were grounded in theory that supported our emphasis on the social process of warranting, namely dialogic and communicative rationality (Habermas, 1984) contextualized rationality (Newell, et al., 2015), and argumentative conduct (Toulmin, Janik, and Reike, 1984). Working collaboratively across three phases and drawing upon a microethnographic approach to discourse analysis, I was able to bring data to Ms. Hill for she and I to reflect upon, leading to an intentional decision to address the students concerning our second principle, openness. Analysis revealed a pattern in the discourse that I name "intertextual perspective building," in which Ms. Hill and students employed and layered retelling claims and reaction claims within their argumentative discourse, unpacking underlying rationalities through the social process of warranting. Of significance was Ms. Hill and students drawing upon dark funds of knowledge (Zipin, 2009) to warrant claims they were making as they studied literature, bringing in personal experiences that may have not been sanctioned without the explicit focus on our principles and which also positioned students to embrace their unique experiences and beliefs as assets. A final principle, striving toward answerability, was added to stress the reciprocal quality of openness gleaned from shifts in students' uptake of dialogic literary argumentation across the school year as they embraced both inward unpacking of the self as well as listening and empathizing with fellow classmates who were also opening up for the inquiry at hand. Findings illustrated the intentional focus on the social process of warranting enhanced the study of literature as well as the study of one another, building and deepening relations. This study illustrates why a dialogic view of argumentation should be included within the English Language Arts curriculum.
High Literacy In Secondary English Language Arts
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Author : Marc Nachowitz
language : en
Publisher: Rowman & Littlefield
Release Date : 2018-11-07
High Literacy In Secondary English Language Arts written by Marc Nachowitz and has been published by Rowman & Littlefield this book supported file pdf, txt, epub, kindle and other format this book has been release on 2018-11-07 with Education categories.
This volume culls scholarship on both what high literacy is and how it is developed. Descriptions of each component of high literacy (reading, writing, dialogic engagement, and epistemic cognition in literary reasoning) and how they relate to the others are followed by inspirational illustrations of high literacy instruction in practice.
Leaders In English Language Arts Education Research
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Author :
language : en
Publisher: BRILL
Release Date : 2023-07-31
Leaders In English Language Arts Education Research written by and has been published by BRILL this book supported file pdf, txt, epub, kindle and other format this book has been release on 2023-07-31 with Education categories.
Leaders in English Language Arts Education Research contains autobiographical essays by leading English Language Arts scholars throughout the world. In this volume, English Language Arts is presented as a complex and porous discipline—intersecting with writing, literacy studies, multicultural/multilingual education, digital and multimodal literacies, critical and social justice pedagogies, teacher education, linguistics and second language learning, and, not least of all, subject English, including teaching literature and drama. Contributors are retired or current professors in the following countries: Australia, Canada, England, Ireland, South Africa, and the United States. ELA scholars often begin their careers as K-12 teachers and then become teacher-educators at universities; due to this, they work at the intersection of theory and practice throughout their careers. Therefore, this volume will be of interest to undergraduate and graduate English Language Arts Education students as well as to in-service English practitioners. This volume will also appeal to ELA researchers at all levels since it contains first-hand, personal narratives of well-established ELA researchers as they reflect on their own development as scholars.
Student And Teacher Writing Motivational Beliefs
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Author : Steve Graham
language : en
Publisher: Frontiers Media SA
Release Date : 2024-06-21
Student And Teacher Writing Motivational Beliefs written by Steve Graham and has been published by Frontiers Media SA this book supported file pdf, txt, epub, kindle and other format this book has been release on 2024-06-21 with Science categories.
The study of students’ motivational beliefs about writing and how such beliefs influence writing has increased since the publication of John Hays’ 1996 model of writing. This model emphasized that writers’ motivational beliefs influence how and what they write. Likewise, increased attention has been devoted in recent years to how teachers’ motivational beliefs about writing, especially their efficacy to teach writing, impact how writing is taught and how students’ progress as writers. As a result, there is a need to bring together, in a Research Topic, studies that examine the role and influence of writing beliefs. Historically, the psychological study of writing has focused on what students’ write or the processes they apply when writing. Equally important, but investigated less often, are studies examining how writing is taught and how teachers’ efforts contribute to students’ writing. What has been less prominent in the psychological study of writing are the underlying motivational beliefs that drive (or inhibit) students’ writing or serve as catalysts for teachers’ actions in the classroom when teaching writing. This Research Topic will bring together studies that examine both students’ and teachers’ motivational beliefs about teaching writing. This will include studies examining the operation of such beliefs, how they develop, cognitive and affective correlates, how writing motivational beliefs can be fostered, and how they are related to students’ writing achievement. By focusing on both students’ and teachers’ beliefs, the Research Topic will provide a more nuanced and broader picture of the role of motivation beliefs in writing and writing instruction. This Research Topic includes papers that address students’ motivational beliefs about writing, teachers’ motivational beliefs about writing or teaching writing. Students’ motivational beliefs about writing include: • beliefs about the value and utility of writing, • writing competence, • attitudes toward writing, • goal orientation, • motives for writing, • identity, • epistemological underpinnings writing, • and attributions for success/failure (as examples). Teacher motivational include these same judgements as well as beliefs about their preparation and their students’ competence and progress as writers (to provide additional examples). This Research Topic is interested in papers that examine how such beliefs operate, develop, are related to other cognitive and affective variables, how they are impacted by instruction, and how they are related to students’ writing performance. Submitted studies can include original research (both quantitative, qualitative, or mixed-methods), meta-analysis, and reviews of the literature.
Languaging Relations For Transforming The Literacy And Language Arts Classroom
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Author : Richard Beach
language : en
Publisher: Routledge
Release Date : 2019-03-05
Languaging Relations For Transforming The Literacy And Language Arts Classroom written by Richard Beach and has been published by Routledge this book supported file pdf, txt, epub, kindle and other format this book has been release on 2019-03-05 with Education categories.
Applying a languaging perspective, this volume frames the teaching and learning of literacy, literature, language, and the language arts as social and linguistic actions that generate new questions to make visible social, cultural, psychological, linguistic, and educational processes. Chapter authors explore diverse aspects of a languaging framework, the perspective of language as a series of ongoing and evolving interactional social actions and processes over time. Based on their research, the authors suggest directions for addressing substantive engagement as well as the marginalization, superficiality, and violence (symbolic and otherwise) that characterize the educational experience of so many students. Responding to the need to foster and support students’ intellectual, social, and affective worlds, this book showcases how languaging relations among teachers and students can deepen interactions and engagement with texts; enhance understandings of agency, personhood, and power relations in order to transform literacy, literature, and language arts classrooms; and improve the lives of teachers and students in educational settings.
Argumentative Writing In A Second Language
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Author : Alan R. Hirvela
language : en
Publisher: University of Michigan Press
Release Date : 2021-12-13
Argumentative Writing In A Second Language written by Alan R. Hirvela and has been published by University of Michigan Press this book supported file pdf, txt, epub, kindle and other format this book has been release on 2021-12-13 with Foreign Language Study categories.
Argumentative Writing in a Second Language is a collection on teaching argumentative writing, offering multiple vantage points drawn from the contributors' own teaching and research experiences. The value of learning how to compose argumentative texts cannot be overstated, and yet, very little attention has been allocated to the equally important topic of how argumentation is or can be taught in the L2 context. Thus, this volume shifts attention to teachers and argumentative writing instruction, especially within increasingly common multimodal and digital literacy settings. While doing so, it provides a comprehensive, wide-ranging view of the L2 argumentative writing landscape within an instructional lens. Part I of the volume is topic-oriented and focuses on explorations of important issues and perspectives, while Part II features several chapters reporting classroom-based studies of a variety of instructional approaches that expand our understanding of how argumentative writing can be taught. The book will be of value to pre-service and in-service teachers in varying instructional contexts, as well as teacher educators and L2 writing scholars/researchers.