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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.
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.
In this substantively revised new edition, Hirvela moves beyond the
argument he made in the first edition of the value of connecting
reading and writing. This new edition explains various dimensions
of those connections and offers a fresh look at how to implement
them in L2 writing instruction. It also provides both new and
experienced teachers of writing with a solid grounding in the
theoretical foundations and pedagogical possibilities associated
with reading-writing connections. The new edition features two new
chapters. The first is a chapter on assessment because students are
now being asked to connect reading and writing in the classroom and
on formal assessments like the TOEFL (R). The second new chapter is
an argument for accounting for transfer elements in the teaching
and researching of reading-writing connections. The goals of this
revised volume are to provide: resources for those wishing to
pursue reading-writing connections, summaries of the beliefs
underlying those connections, ideas for teaching the connections in
the classroom, and information about the work others have done to
develop this domain of L2 writing.
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