Teaching English in the Two-Year College
Mar 2008
Look Who’s Talking: Discourse Analysis, Discussion, and Initiation-Response-Evaluation Patterns in the College Classroom
Abstract
In this article, an analysis and critique of one small but pedagogically significant component of classroom discourse (instructors’ use of long-familiar questioning routines in whole-group classroom discussion) is used to support the larger argument that analysis of classroom discourse at the college level offers many valuable ways to reflect on, and transform, our teaching.
- Journal
- Teaching English in the Two-Year College
- Published
- 2008-03-01
- DOI
- 10.58680/tetyc20086544
- CompPile
- Open Access
- Closed
- Topics
- Export
- BibTeX RIS
Citation Context
Cited by in this index (0)
No articles in this index cite this work.
References (0)
No references on file for this article.
Related Articles
-
Assessing Writing Jan 2026Assessing the effects of explicit coherence instruction on EFL students’ integrated writing performance ↗Xi Li; Mo Chen
-
Written Communication Jul 2025Synthesizing Professional Knowledge and Racial Literacy Content Through Explicit Composing Instruction: A Discourse Synthesis Study ↗Jenifer Jasinski Schneider; James R. King; Gretchen Dodson
-
IEEE Transactions on Professional Communication Jun 2025Presenting and Making Relevant: Analyzing Teaching Assistant Perceptions of Writing in Statistics Using Semantic Frames ↗Ben Markey
-
Teaching English in the Two-Year College Sep 2024Nicole Hancock
-
IEEE Transactions on Professional Communication Dec 2023Philip B. Gallagher; Guiseppe Getto