Transforming talk into text : argument writing, inquiry, and discussion, grades 6-12 /
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| Author / Creator: | McCann, Thomas M. |
|---|---|
| Imprint: | New York, NY : Teachers College, Columbia University, [2014] |
| Description: | xviii, 157 pages ; 24 cm. |
| Language: | English |
| 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 |
| URL for this record: | http://pi.lib.uchicago.edu/1001/cat/bib/10085070 |
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
