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.
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.
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.
Inhaltsangabe
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
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
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