Dialogic Literary Argumentation in High School Language Arts Classrooms (inbunden)
Format
Inbunden (Hardback)
Språk
Engelska
Antal sidor
186
Utgivningsdatum
2019-09-25
Förlag
Routledge
Medarbetare
Newell, George / Hirvela, Alan R
Illustratör/Fotograf
black and white 8 Illustrations 33 Tables black and white
Illustrationer
33 Tables, black and white; 8 Illustrations, black and white
Antal komponenter
1
Komponenter
14:B&W 6 x 9 in or 229 x 152 mm Case Laminate on White w/Gloss Lam
ISBN
9781138354647
Dialogic Literary Argumentation in High School Language Arts Classrooms (inbunden)

Dialogic Literary Argumentation in High School Language Arts Classrooms

A Social Perspective for Teaching, Learning, and Reading Literature

Inbunden Engelska, 2019-09-25
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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.
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Övrig information

David Bloome is EHE Distinguished Professor of Teaching and Learning at The Ohio State University, USA. George E. Newell is Professor of English Education at The Ohio State University, USA. Alan Hirvela is Professor of Teaching and Learning at The Ohio State University, USA. Tzu-Jung Lin is Associate Professor of Educational Psychology in the Department of Educational Studies at The Ohio State University, USA.

Innehållsförteckning

Acknowledgments Members of the Ohio State University Argumentative Writing Project Chapter 1 - Introduction to Dialogic Literary Argumentation Chapter 2 - Toward a Model of Dialogic Literary Argumentation Chapter 3 - Constructing Dialogue and Dialectics in the Teaching, Learning and Reading of Literature Chapter 4 - Constructing Multiple Perspectives in the Teaching, Learning and Reading of Literature Chapter 5 - Constructing Intertextuality and Indexicality in the Teaching, Learning and Reading of Literature Chapter 6 - Constructing Personhood in the Teaching, Learning and Reading of Literature Chapter 7 -- Final Comments References Index