Taking as a starting point the most enduring insights to emerge from acclaimed researcher Arthur Applebee’s scholarship, this volume brings together leading experts to fully examine his work for its explanatory power and its potential to shape current and future research agendas. Focused on the ways in which students learn, schools teach, and assessors evaluate the forms and uses of language needed to flourish and grow, Applebee’s work reconceptualized how educators view language development and use in relation to schooling. Organized around three themes—Considering Curriculum as Conversation; Writing as a Tool for Learning; Talking it Out: Class Discussion and Literary Understanding—the 14 fascinating chapters in this book extend and challenge Applebee’s insights.
Table of Contents
Chapter One: Introduction: "Arthur N. Applebee: A Scholar’s Life in Retrospect" by Judith A. Langer, University at Albany.
Section One: Considering Curriculum as Conversation
Chapter Two: "Discussion, Conversation, and Dialogue: Applebee, Bakhtin, and Speech in School" by Peter Smagorinsky, University of Georgia.
Chapter Three: "Entering the Conversation: Creating a Pathway to Academic Literacy" by Jon-Philip Imbrenda and Michael W. Smith, Temple University.
Chapter Four: "A Curricular Conversation in Teacher Education: In the Domain of Dialogic Teaching" by Steven Z. Athanases, University of California, Davis.
Chapter Five: "Bringing Queer Students and LBGT-Inclusive Literature into the Conversation: Lessons We’ve Learned from the Work of Arthur Applebee" by Caroline T. Clark and Mollie V. Blackburn, Ohio State University.
Section Two: Writing as a Tool for Learning
Chapter Six: "Writing the World to Build the World, Iteratively: Inscribing Data and Projecting New Materialities in an Engineering Design Project" by Charles Bazerman, University of California at Santa Barbara, and Brian Self, California Polytechnic State University, San Luis Obispo.
Chapter Seven: "Nurturing Discursive Strengths: Efforts to Improve the Teaching of Reading and Writing in a Latino Charter School" by Guadalupe Valdes, Karla Lomeli, and Juddson Taube, Stanford University.
Chapter Eight: "Reading the World as Text: Black Adolescents and Out-of-School Literacies" by Valerie Kinloch, Ohio State University.
Chapter Nine: "The Internet’s Concept of Story" by Kyle Booten, with Sarah Warshauer Freedman and Glynda A. Hull, University of California at Berkeley.
Section Three: Talking it Out: Class Discussion and Literary Understanding.
Chapter Ten: "Adaptive Expertise in the Teaching and Learning of Literary Argumentation in High School English Language Arts Classrooms" by George E. Newell, Brent Goff, Eileen Buescher, Larkin Weyand, Theresa Thanos, and SuBeom Kwak, Ohio State University.
Chapter Eleven: "Literary Theory in the Secondary School" by Deborah Appleman, Carleton College.
Chapter Twelve: "Dialogic Eventful Teaching through Dialogic Conversation and Dramatic Inquiry" by Brian Edmiston, Ohio State University, and Richard Beach, Emeritus, University of Minnesota.
Chapter Thirteen: "Curricular Conversations, Reading the World, Intertextuality, and Doing School in a Tenth Grade English Language Arts Classroom Conversation" by David Bloome and John Brady, Ohio State University.
Section Four: Conclusion
Chapter Fourteen: "Practical Progressivism: W. Wilbur Hatfield, Deweyan Pedagogy, and the Future of English Teaching" by Russel K. Durst, University of Cincinnati.
List of Contributors
Russel K. Durst is Professor of English at the University of Cincinnati, USA.
George E. Newell is Principal Investigator for the Argumentative Writing Project and Professor in the Department of Teaching and Learning at The Ohio State University, USA.
James D. Marshall is a retired Professor of Language and Literacy Education at the University of Georgia, USA.