Reader-Based and Teacher-Centered Instructional Tasks: Writing and Learning about a Short Story in Middle-Track Classrooms

Newell, George E.

doi:10.1080/10862969609547914

Cited by 20 publications

(17 citation statements)

References 11 publications

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“…The results of the study indicated that students who received reader-based tasks attained higher post-test scores compared to students who received teacher-centered instructional tasks. Newell (1996) further identified six literary response statements which were similar to the ones identified by earlier researchers such as Odell and Cooper (1976), Purves (1985) and Squire (1963). The six types of statements are: descriptive (retelling of story and description of aspects), personal reaction (reaction to form and content), associative (references to writers' experiences and knowledge), interpretive (statements that go beyond what are found in the story and inference is made), evaluative and miscellaneous.…”

Section: Literature Reviewsupporting

confidence: 75%

“…A similar approach was also adopted by Newell (1996) by using writing tasks to analyze students' responses to a short story. Forty-five 10 th grade students were assigned to either reader-based or teacher-centered instructional tasks.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Making association refers to the experiences and knowledge used as examples or illustrations of ones' understanding of the text (Newell, 1996). The subjects attempted to associate their understanding in various ways.…”

Section: Associationsmentioning

confidence: 99%

“…Interpretive statements are associated with statements that go beyond what can actually be found in a story (Newell, 1996). This form of statement is usually based on inferences made from the text.…”

Section: Interpretive Statementsmentioning

confidence: 99%

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Multiple Responses Through Verbal Discourse in the Reading of Literary Texts

Vethamani¹,

Nair²

2009

IES

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The past decade has viewed the important role literature plays in enhancing the learning process among students in Malaysian English classrooms. However, most English teachers in particular are not prepared to teach literature due to the lack of training and exposure on the subject. This paper seeks to explore the ways teacher trainees from one teacher training institute attempt to provide multiple responses on two Malaysian short stories through verbal discourse. This qualitative study uses the transcripts from the audio recorded discussion among dyads to analyze the ways subjects respond to two short stories. Using a constant comparative method, recurring themes were lifted based on Newell's (1996) typology of responses. The findings of this study revealed that the subjects used four different types of responses, namely associations, interpretation, personal response and evaluation. These responses describe the subjects' maturity in relating their understanding of the literary texts besides the capability of making critical judgments and rationalization.

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Section: Literature Reviewsupporting

confidence: 75%

Section: Literature Reviewmentioning

confidence: 99%

Section: Associationsmentioning

confidence: 99%

Section: Interpretive Statementsmentioning

confidence: 99%

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Multiple Responses Through Verbal Discourse in the Reading of Literary Texts

Vethamani¹,

Nair²

2009

IES

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“…Approaches to literature education in L1 and L2 Two general approaches to literature teaching have been distinguished: textoriented and reader-based approaches (Applebee, 1993;Newell, 1996). Textoriented approaches regard meaning as something that resides in a literary text: each text has a 'correct' interpretation, which may be unlocked by the teacher.…”

Section: Introductionmentioning

confidence: 99%

Effects of self-questioning on EFL students’ engagement in literary reading /Los efectos del autocuestionamiento en la lectura comprometida de textos literarios de estudiantes de inglés como lengua extranjera

Nguyên

Janssen

Rijlaarsdam

et al. 2016

Cultura y Educación

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This study examines the effects of self-questioning on EFL students' literary reading engagement. Two interventions were tested: (1) students generating questions while reading short stories, and then exploring their questions in small-groups; and (2) students generating questions while reading, and then reflecting through a free writing activity. Participants were 59 Vietnamese undergraduate students enrolled in an English as a foreign language course. A pre-test post-test control group design with switching replications was used, with a control condition in which the teacher (instead of the students) posed the questions. Students' reading engagement was measured by a written response to a short story and a questionnaire. Results showed that both self-questioning interventions positively influenced students' reading engagement compared to the control condition. A maintenance of effects was also observed. We conclude that self-questioning combined with group discussions or free writing promotes students' reading engagement.Keywords: self-questioning; English as a foreign language; literary reading; reading engagementResumen: Este estudio analiza los efectos del auto-cuestionamiento en la lectura de textos literarios de estudiantes de inglés como lengua extranjera. En el estudio se evalúan dos intervenciones: (1) los estudiantes formulan preguntas durante la lectura de relatos breves, y posteriormente debaten sus preguntas en pequeños grupos; y (2) los estudiantes formulan preguntas durante la lectura, y posteriormente reflexionan sobre ellas en un ejercicio de escritura libre. Los participantes fueron 59 estudiantes universitarios de nacionalidad vietnamita inscritos en un curso de inglés como lengua extranjera. Se adoptó un diseño test previo/test posterior con grupo control e intercambio de tratamiento, en cuyo grupo control era el docente (en lugar de los estudiantes) el que formulaban las preguntas. La actividad lectora de los estudiantes se evaluó a través de sus repuestas escritas respecto a un relato breve y a un cuestionario. Los resultados indican que ambas modalidades de auto-cuestionamiento ejercen una influencia positiva en la actividad lectora de los estudiantes, en comparación con el grupo control y se observó también un efecto perdurable de las intervenciones. Concluimos, pues, que el auto-cuestionamiento en combinación con la discusión en grupo o con la escritura libre fomenta la actividad lectora de los estudiantes.Palabras clave: autocuestionamiento; inglés como lengua extranjera; lectura de textos literarios; motivación por la lectura

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Classroom Talk as Writing Instruction for Learning to Make Writing Moves in Literary Arguments

VanDerHeide

2017

Reading Research Quarterly

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A B S T R A C TAlthough teaching argumentative writing in schools is often about teaching argumentative forms, this instructional approach limits students' flexibility and choice as writers, readers, and meaning makers. An alternative method, rooted in tenets of genre theory, offers a different approach. Rather than treating argument as a static form, genre theory assumes that genres ( including argumentative genres) are situated, typified ways that people make moves through writing to accomplish goals through language. Taking a genre theory and sociocultural, discourse lens, this article explores how a teacher in an Advanced Placement Literature course approached the teaching of argumentative writing. Through a moves analysis of focal student essays and a discourse analysis of classroom talk, the study asks two questions: (1) How does the teacher, through classroom talk, support students in making moves of literary argument? (2) How do students make these moves in speaking and writing? Findings identify argumentative moves and submoves that students made in their argumentative essays. The teacher supported students' learning by explicitly pointing to these moves in model essays, posing questions that prompted students to make the same moves in classroom talk, and revoicing student responses in more disciplinary ways. Through small-and large-group discussions, students learned to make moves that they later made in essays. In identifying classroom talk moves that serve argumentative writing instruction in literary studies, these findings have implications for classroom-based argument writing instruction, for literacy teacher preparation and professional development, and for future research on approaches to teaching literature and writing.T he National Council of Teachers of English's (2016) position statement "Professional Knowledge for the Teaching of Writing" forwards several beliefs about writing held by the professional organization: Writing grows out of many purposes, writing is embedded in complex social relations and their appropriate languages, everyone has the capacity to write, writing can be taught, teachers can help students become better writers, writing is a process, writing has a complex relation with talk, and writing and reading are related. These beliefs, which draw on research, theory, and the expertise of the researchers and teachers who drafted them, reflect an understanding of writing that is contextualized and complex and foregrounds students' agency as developing writers.However, the teaching and learning of argumentative writing in schools does not always reflect these tenets. Even in classrooms where the teaching of other types of writing, such as narrative or poetry, reflects more contextualized, student-driven, multimodal composing,

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Reader-Based and Teacher-Centered Instructional Tasks: Writing and Learning about a Short Story in Middle-Track Classrooms

Abstract: This study describes how and what 2 classes of middle-

Cited by 20 publications

References 11 publications

Multiple Responses Through Verbal Discourse in the Reading of Literary Texts

Multiple Responses Through Verbal Discourse in the Reading of Literary Texts

Effects of self-questioning on EFL students’ engagement in literary reading /Los efectos del autocuestionamiento en la lectura comprometida de textos literarios de estudiantes de inglés como lengua extranjera

Classroom Talk as Writing Instruction for Learning to Make Writing Moves in Literary Arguments

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