Transforming talk into text : argument writing, inquiry, and discussion, grades 6-12 /

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Bibliographic Details
Author / Creator:McCann, Thomas M.
Imprint:New York, NY : Teachers College, Columbia University, [2014]
Description:xviii, 157 pages ; 24 cm.
Series:Language and literacy series
Language and literacy series (New York, N.Y.)
Subject:English language -- Composition and exercises -- Study and teaching (Secondary)
English language -- Composition and exercises -- Study and teaching (Secondary)
Format: Print Book
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Notes:Includes bibliographical references and index.
Table of Contents:
  • Foreword
  • Preface: Inquiry, Discussion, and Writing
  • Talk and the Writing Process
  • Inquiry and Discussion-Based Approaches to the Teaching of Writing
  • Organization of the Book
  • Serving a Dialogic Shift
  • Acknowledgments
  • 1. Learning to Write by Talking
  • Writers at Work Together
  • The Way We Were
  • Learning to Write by Writing
  • Learning to Write by Talking
  • Examples of a "Structured Process" Approach
  • An Inquiry into Narrative
  • The Playground Bully: A Story in Six Episodes
  • An Inquiry into Argument
  • The Big-Time Lotto-What Is Important?
  • The Value of Talk: A Vygotskian Perspective
  • What Makes an Instructional Activity Worthwhile?
  • Planning for Purposeful Talk
  • Situated in a Big Conversation
  • Talk and Writing That Foster a Democratic Classroom
  • 2. An Introduction to Inquiry
  • Templates, Introductions, and Inquiry
  • Entry into Inquiry
  • Inquiry Defined
  • Features of Inquiry
  • Problems That Resonate with Learners
  • Inquiry in Action
  • A Sample Case: The Parents Are Watching
  • Students in Action: Working with the Case
  • Attention to Other Language Details
  • Invitation to a Written Response
  • Prompt for "The Parents Are Watching"
  • Sample Response
  • Safety and Privacy: A Balancing Act
  • Features of the Response
  • Reflecting on Procedures and Applying Them Again
  • The Product of Inquiry Procedures
  • 3. Inquiry: Teachers' Plans and Learners' Outcomes
  • Planning for Significant Outcomes
  • The Request for Reparations
  • Task Analysis and Knowledge Domains
  • What Are Appropriate Reparations?
  • An Inquiry into Reparations in Middle School
  • The View from 5th Grade
  • Discussing the Case
  • From Talking to Writing
  • Excerpt from a Case Analysis
  • Further Complications
  • Legislative Hearing-Inquiry into Possible Reparations for Native American Tribes
  • Goals and Teachers' Thinking
  • 4. A Structured Process for Inquiry and Writing
  • Building Scaffolds for Inquiry, Discussion, and Writing
  • A Family's "Feud"
  • Family Perspectives
  • Discussing the Family Feud
  • Expressing a Quality Standard for Writing
  • Defining and Modeling the Writing Task
  • Planning and Drafting
  • Revising, Editing, and Assessing
  • Following a Structured Process
  • 5. A Cycle of Discussion and Inquiry
  • Discussion and Learning Some Procedures for Defining
  • Survey: What Is Your Obligation To Others?
  • Putting Arguments Together
  • Complicating Thinking Behind Arguments
  • A Pattern Across a Discussion Sequence
  • A Purposeful Sequence of Inquiry and Discussion
  • 6. Tracking the Impact of Discussion on Writing
  • What Do Students Gain from Their Discussions?
  • Connecting Talk to Writing
  • Writing Prompt: What is Our Obligation?
  • Student's Response-Do This, Not That
  • From Discussion to Composition
  • Students' Reflections on Their Own Writing
  • Teachers' Reflections on Discussion and Writing
  • 7. Some Assembly Required: Building Inquiry-Based Learning Activities
  • Questions and Problems
  • Guide to Constructing Inquiry-Based Activities
  • A Sample Case
  • Loyal to You, Gresham High
  • Working with the Case
  • Discussing the Case
  • The Teacher's Dialogic Moves
  • Writing About the Case
  • The Teacher's Thinking Behind the Practice
  • A Student's Written Response
  • Response to Gresham High Case
  • Extending the Inquiry and Discussion
  • 3. Expanding Dialogue
  • What I've Learned from Watching
  • Teachers and Learners in Action
  • Some Final Thoughts
  • Appendixes
  • Appendix A. Problem-Based Scenarios
  • Appendix B. Methods for Coding Classroom Discourse
  • Appendix C. Codes for Classroom Discussions
  • Appendix D. Percentages of Contributions to Discussions
  • Appendix E. Student Interview Questions
  • Appendix F. Teacher Interview Questions
  • Appendix G. Samples of Debatable Cases in the News
  • References
  • Index
  • About the Author