Preview this article: Annotated Bibliography of Research in the Teaching of English, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/rte/58/3/researchintheteachingofenglish583AB1-1.gif

This article posits the need for literacy research on teachers’ and students’ use of systems thinking for studying climate change. Drawing on sociocultural activity theory of learning, it perceives the need for engaging in systems thinking given the negative impacts of energy, transportation and community design, agriculture and food production, and economics and politics systems themselves on ecosystems—for example, the negative effects of fossil fuel energy systems on emissions production. Researchers could analyze teachers’ and/or students’ use of the following components derived from activity theory for analyzing these systems: objects and outcomes, roles, tools, rules and norms, and beliefs and discourses. For example, teachers and students may employ language for naming phenomena about climate change, responding to literature, engaging in media production, or using emissions mapping tools to critique status-quo systems and use those tools to portray ways of transforming those systems. They may also engage in critical inquiry of rules and norms or beliefs and discourses derived from capitalist economic systems that promote excessive consumption with detrimental environmental impacts and attempts in the political system to resist instruction on climate change.

Preview this article: Annotated Bibliography of Research in the Teaching of English, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/rte/57/3/researchintheteachingofenglish32358-1.gif

Preview this article: Annotated Bibliography of Research in the Teaching of English, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/rte/56/3/researchintheteachingofenglish31642-1.gif

Preview this article: Annotated Bibliography of Research in the Teaching of English, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/rte/55/3/researchintheteachingofenglish31190-1.gif

This November issue of RTE once again contains the Annual Annotated Bibliography of Research in the Teaching of English, available only here, on the NCTE website.

The committee reviews important research works in the teaching of English that have been published in the last year. Committee members include Richard Beach, Martha Bigelow, Martine Braaksma, Deborah Dillon, Jessie Dockter, Lee Galda, Lori Helman, Tanja Janssen, Karen Jorgensen, Richa Kapoor, Lauren Liang, Bic Ngo, David O’Brien, Mistilina Sato, and Cassie Scharber.

Annotated Bibliography of Research in the Teaching of English Richard Beach, Martha Bigelow, Martine Braaksma, Deborah Dillon, Jessie Dockter, Lee Galda, Lori Helman, Tanja Janssen, Karen Jorgensen, Julie Kalnin, Lauren Liang, Bic Ngo, David O’Brien, Mistilina Sato, and Cassandra Scharber; Richard Beach et al. reviews important research publications in the teaching of English.

The committee reviews important research works in the teaching of English that have been published in the last year. Committee members include Richard Beach, Martha Bigelow, Deborah Dillon, Lee Galda, Lori Helman, Julie Kalnin, Cynthia Lewis, David O’Brien and Mistilina Sato, Karen Jorgensen, Lauren Liang, Gert Rijlaarsdam, and Tanja Janssen.

The committee reviews important research works in the teaching of English that have been published in the last year. Committee members include Richard Beach, Martha Bigelow, Deborah Dillon, Lee Galda, Lori Helman, Julie Shalhope Kalnin, Cynthia Lewis, and David O’Brien, Karen Jorgensen Lauren Liang, Gert Rijlaarsdam, and Tanja Janssen.

The committee reviews important research works in the teaching of English that have been published in the last year. Committee members include Richard Beach, Martha Bigelow, Peggy DeLapp, Deborah Dillon, Lee Galda, Lori Helman, Julie Kalnin, Timothy Lensmire, and David O’Brien, Karen Jorgensen, Lauren Liang, Gert Rijlaarsdam, and Tanja Janssen.

The committee reviews important research works in the teaching of English that have been published in the last year. Committee members include Richard Beach, Peggy DeLapp, Lee Galda, Lori Helman, Timothy Lensmire, and David O’Brien, Gert Rijlaarsdam, and Tanja Janssen.

The committee reviews important research works in the teaching of English that have been published in the last year. Committee members include Richard Beach, Peggy DeLapp, Deborah Dillon, Lee Galda, Timothy Lensmire, Lauren Liang, David O’Brien, and Constance Walker.

Introduction: A Model of Discourse Development Reading and Writing as Social Activities The Answers Are Not in the Back of the Book: Developing Discourse Practices in First-Year English THE SOCIAL STANCE The Artful Conversation: Characterizing the Development of Advanced Literacy Making Sense of Reading The Development of Poetic Understanding During Adolescence Writing and Reasoning about Literature THE TEXTUAL STANCE Writers, Judges and Text Models The Development of Persuasive Argumentative Writing Adolescents' Uses of Intertextual Links to Understand Literature Verbocentrism, Dualism, and Oversimplification: The Need for New Vistas for Reading Comprehension Research and Practice THE INSTITUTIONAL STANCE Developing Reflective Thinking and Writing Teaching English for Reflective Thinking Reading, Writing, and the Prose of the School THE FIELD STANCE Telling Secrets: Student Readers and Disciplinary Authorities Assessing Literacy Learning with Adults: An Ideological Approach Developmental Challenges, Developmental Tensions: A Heuristic for Curricular Thinking Author Index Subject Index

This study examined developmental differences in adolescents' and adults' use of rhetorical strategies in memos written during a role-play session. Ninth graders, twelfth graders, college juniors, and adult graduate students chose 1 of 11 roles within the context of the role-play situation and exchanged memos persuading each other to adopt a position regarding a policy for off-campus lunch privileges. Five memos written by each of 11 randomly selected participants at each grade level were categorized by t-unit on the basis of a system of 17 rhetorical strategies. Analyses determined the relationship between grade level and memo length, rhetorical strategies (in each of four initial t-units), rhetorical focus, and participants' perceptions of their audiences' “power” before and after the session. Results show that college students and adults were more likely than younger participants to focus their memos on presenting their roles and establishing a relationship with their audience. The memos of younger participants were more likely to use “assertive” or “conditional” rhetorical strategies. Across all grade levels, however, writers were more likely to focus initial memos on establishing relationships and later memos on articulating their positions.

Preview this article: Developmental Differences in Response to a Story, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/rte/21/3/researchintheteachingofenglish15576-1.gif

Preview this article: Differences in Autobiographical Narratives of English Teachers, College Freshmen, and Seventh Graders, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/ccc/38/1/collegecompositionandcommunication11212-1.gif

Preview this article: Demonstrating Techniques for Assessing Writing in the Writing Conference, Page 1 of 1 < Previous page | Next page > /docserver/preview/fulltext/ccc/37/1/collegecompositionandcommunication11247-1.gif