ERIC ED471390: Inquiry and the Literary Text: Constructing Discussions in the English Classroom. Classroom Practices in Teaching English. PDF
Preview ERIC ED471390: Inquiry and the Literary Text: Constructing Discussions in the English Classroom. Classroom Practices in Teaching English.
DOCUMENT RESUME ED 471 390 CS 511 611 Holden, James, Ed.; Schmit, John S., Ed. AUTHOR Inquiry and the Literary Text: Constructing Discussions in TITLE the English Classroom. Classroom Practices in Teaching English. National Council of Teachers of English, Urbana, IL. INSTITUTION Vol-32 REPORT NO ISBN-0-8141-2343-0 ISBN ISSN-0550-5755 ISSN PUB DATE 2002-00-00 NOTE 203p. National Council of Teachers of English, 1111 W. Kenyon Road, AVAILABLE FROM Urbana, IL 61801-1096 (Stock no. 23430-1659: $23.95 NCTE members; $31.95 nonmembers). Tel: 800-369-6283 (Toll Free); Web site: http://www.ncte.org. Classroom Guides Collected Works PUB TYPE General (020) Teacher (052) EDRS PRICE EDRS Price MF01/PC09 Plus Postage. *Classroom Techniques; *Discussion (Teadhing Technique); DESCRIPTORS *English Instruction; Higher Education; *Literary Criticism; Reader Response; Secondary Education *Collaborative Inquiry; *Textual Analysis IDENTIFIERS ABSTRACT This collection of 14 articles aims to help teachers make the most of student discussion and inquiry in classrooms from middle school to high school to college. Contributors to the collection--secondary and college practitioners--offer theory-grounded, classroom-tested approaches for literature study in which students engage in democratic dialogue and practice authentic, collaborative inquiry. The collection opens with a primer on discussion-based classes (seminars) and inquiry-focused instruction. It then moves into three main sections that provide ideas to invigorate discussion and inquiry in any classroom, and it closes with an annotated bibliography of (1) "Socratic Seminars suggested readings. Articles in the collection are: "Master Questions and and Inquiry Teaching--An Overview" (James Holden); (2) "'But How Do You Do That?': the Teaching of Literature" (Mark Gellis); (3) Decision Making for the Seminar Facilitator" (Michael S. Hale and Elizabeth (4) "Implementing Whole-Class Literature Discussions: An Overview A. City); of the Teacher's Roles" (Sharon Eddleston and Raymond A. Philippot); (5) "Whose Inquiry Is It Anyway? Using Students' Questions in the Teaching of "Different Questions, Bigger Answers: Literature" (G. Douglas Meyers); (6) Matching the Scope of Inquiry to Student's Needs" (John S. Schmit); (7) "Getting at What They Want to Know: Using Students' Questions to Direct Class (8) "Examining Multiple Perspectives in Discussion" (Mark Ensrud); (9) "Practicing Critical Thinking through Inquiry Literature" (Elfie Israel); (10) "Moral Development and Meaning in into Literature" (John S. Schmit); Literature: A New Approach to Inquiry" (Martha Strom Cosgrove); (11) "Critical Inquiry Strategies for Responding to Social Worlds Portrayed in "Inquiry, Folkloristics, and Discussion: Literature" (Richard Beach); (12) Unbinding Literature in the Classroom" (Jacqueline S. Thursby); (13) "Learning to Listen: Assessing Talk about Literature" (Barbara G. Pace and Jane S. Townsend); and (14) "Seminars and Self-Assessment" (Burt Plumb and Reproductions supplied by EDRS are the best that can be made from the original document. John N. Ludy). (NKA) Reproductions supplied by EDRS are the best that can be made from the original document. the Inquiry Literary Text PENMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY 1.4/1 TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) U S DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 00Tbm document has been reproduced as received from the person or organization onginating rt 0 Minor changes have been made to improve reproduction quality I Points of view or opinions stated in this document do not necessarily represent official OERI position or policy I I I II caPY I ' I I Classroom Practices in Teaching English NCTE began publishing the Classroom Practices series in 1963 with Promising Practices in the Teaching of English. The following volumes from the series are currently available. Focus on Collaborative Learning (1988), by Jeff Golub, Chair, and the NCTE Committee on Classroom Practices How to Handle the Paper Load (1979), by Gene Stanford, Chair, and the NCTE Committee on Classroom Practices Making American Literatures in High School and College (2001), edited by Anne Ruggles Gere and Peter Shaheen Process and Portfolios in Writing Instruction (1993), by Kent Gill, editor, and the NCTE Committee on Classroom Practices Voices in English Classrooms: Honoring Diversity and Change (1996), edited by Lenora (Leni) Cook and Helen C. Lodge NCTE Editorial Board: Jacqueline Bryant, Kermit Campbell, Xin Liu Gale, Sarah Hudelson, Gerald R. Og lan, Helen Poole, Jackie Swensson, Gail Wood, Zarina M. Hock, Chair, ex officio, Peter Feely, ex officio Inquiry and the Literary Text Constructing Discussions in the English Classroom Classroom Practices in Teaching English Volume 32 Edited by James Holden St. Olaf College John S. Schmit Augsburg College National Council of Teachers of English 1111 W. Kenyon Road, Urbana, Illinois 61801-1096 Staff Editor: Tom Tiller Interior Design: Doug Burnett Cover Design: Pat Mayer NCTE Stock Number 23430-3050 ©2002 by the National Council of Teachers of English. All rights reserved. No part of this publication may be reproduced or trans- mitted in any form or by any means, electronic or mechanical, including pho- tocopy, or any information storage and retrieval system, without permission from the copyright holder. Printed in the United States of America. It is the policy of NCTE in its journals and other publications to provide a fo- rum for the open discussion of ideas concerning the content and the teaching of English and the language arts. Publicity accorded to any particular point of view does not imply endorsement by the Executive Committee, the Board of Directors, or the membership at large, except in announcements of policy, where such endorsement is clearly specified. Although every attempt is made to ensure accuracy at the time of publication, NCTE cannot guarantee that all published addresses for electronic mail or Web sites are current. Countee Cullen's "Yet Do I Marvel," from On These I Stand, is reprinted in Chapter 9 by permission. Copyrights held by Amistad Research Center. Ad- ministered by Thompson and Thompson, New York, NY. Library of Congress Catalog Card Number 85-644740 ISBN 0-8141-2343-0 ISSN 0550-5755 For our mothers, Esther Sorlie Holden and Eraine Schmit, talented teachers both inside the classroom and outside, who inspired us with a love of learning. vii Contents ix Preface xv Acknowledgments 1. Socratic Seminars and Inquiry TeachingAn Overview James Holden 1 I. Strategies for Inquiring into Texts 2. Master Questions and the Teaching of Literature Mark Gellis 15 3. "But How Do You Do That?": Decision Making for the Seminar Facilitator Michael S. Hale and Elizabeth A. City 36 4. Implementing Whole-Class Literature Discussions: An Overview of the Teacher's Roles Sharon Eddleston and Raymond A. Philippot 49 5. Whose Inquiry Is It Anyway? Using Students' Questions in the Teaching of Literature G. Douglas Meyers 60 6. Different Questions, Bigger Answers: Matching the Scope of Inquiry to Students' Needs John S. Schmit 72 7. Getting at What They Want to Know: Using Students' Questions to Direct Class Discussion Mark Ensrud 79 II. Strategies for Structuring Inquiry-Based Classrooms 8. Examining Multiple Perspectives in Literature Elfie Israel 89 9. Practicing Critical Thinking through Inquiry into Literature John S. Schmit 104 10. Moral Development and Meaning in Literature: A New Approach to Inquiry Martha Strom Cosgrove 113 S viii Contents Critical Inquiry Strategies for Responding to Social 11. Worlds Portrayed in Literature 123 Richard Beach 12. Inquiry, Folkloristics, and Discussion: Unbinding Literature in the Classroom 138 Jacqueline S. Thursby III. Strategies for Assessing Inquiry-Based Approaches 13. Learning to Listen: Assessing Talk about Literature Barbara G. Pace and Jane S. Townsend 155 14. Seminars and Self-Assessment Burt Plumb and John N. Ludy 161 173 Appendix: Suggestions for Further Reading 179 Index 185 Editors 187 Contributors
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