George Newell, David Bloome, Alan R Hirvela, Tzu-Jung Lin
September 3, 2019 Forthcoming
Reference - 224 Pages - 8 B/W Illustrations
ISBN 9781138354647 - CAT# K399340
Series: Routledge Research in Literacy Education
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.
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