Abstract
[full article in English]
 In this paper, I investigate the relationships between classroom talk and dialogic literary argumentative writing. My work is situated within a larger body of recent research on argumentative writing, taking up a social practice understanding of argumentative writing as being a set of social practices that are situated within a larger process of learning over time (Newell, Bloome & Hirvela 2015). This perspective aligns with the current understandings of writing that have been taken up over the past fifteen years (Nystrand, Green & Weimelt 1993; Klein & Boscolo 2016; Newell, Beach, Smith & VanDerHeide 2011).I adopt a Bakhtinian frame to investigate classroom argumentative writing and talk, which entails a negotiation between the meaning of events and utterances through interaction. Because of this, all interactions and utterances are inherently dialogic, as they are connected to histories and in anticipation of the future. This perspective frames the teaching and learning of argumentative writing as being negotiated locally over time, with unique practices and ways of knowing established through classroom interaction. This means that the teaching and learning of argumentative practices will always be unique to the contexts in which they are practiced. After establishing this frame, I employ instructional chains and discourse analysis in order to analyze two separate classroom discussions that occurred in two separate classrooms. By doing so, I aim to answer the following questions: what is the relationship between classroom talk and dialogic literary argumentative writing as a social practice? How is talk used to define and develop DLA both in regard to argumentative moves and the concepts and ideas derived from literature?
Highlights
Since the implementation of the Common Core State Standards (CCSS; National Governors Association Center for Best Practices & Council of Chief State School Officers 2010), which place a strong emphasis on argumentative writing in secondary classrooms, there is a renewed need for research on argumentative writing (Newell & Bloome 2017); especially since two of the most prevalent approaches – reader response and new criticism – often shift meaning too far toward the privileging of decontextualized texts or toward personal experience.These approaches do not inherently encourage the development of complex understandings based upon multiple perspectives, nor do they provide a thinking process for engaging in real-world problems
I aim to answer the following questions: what is the relationship between classroom talk and dialogic literary argumentative writing as a social practice? How is talk used to define and develop Dialogic Literary Argumentation (DLA) both in regard to argumentative moves and the concepts and ideas derived from literature?
I adopt a Bakhtinian perspective to argue that the use of exploratory talk is integral to the teaching and learning of DLA writing by using instructional chains and microethnographic discourse analysis, answering the following questions: what is the relationship between classroom talk and dialogic literary argumentative (DLA) writing as a social practice? How is talk used to define and develop DLA both in regard to argumentative moves and the concepts and ideas derived from literature?
Summary
Since the implementation of the Common Core State Standards (CCSS; National Governors Association Center for Best Practices & Council of Chief State School Officers 2010), which place a strong emphasis on argumentative writing in secondary classrooms, there is a renewed need for research on argumentative writing (Newell & Bloome 2017); especially since two of the most prevalent approaches – reader response and new criticism – often shift meaning too far toward the privileging of decontextualized texts or toward personal experience These approaches do not inherently encourage the development of complex understandings based upon multiple perspectives, nor do they provide a thinking process for engaging in real-world problems. I adopt a Bakhtinian perspective to argue that the use of exploratory talk is integral to the teaching and learning of DLA writing by using instructional chains and microethnographic discourse analysis, answering the following questions: what is the relationship between classroom talk and dialogic literary argumentative (DLA) writing as a social practice? How is talk used to define and develop DLA both in regard to argumentative moves and the concepts and ideas derived from literature?
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
