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Response rules Response rules Presentation Transcript

  • Response Rules: young adolescents in literature circles Ernie Cox Discourse Analysis - Spring 2010
  • 6 th grade literature circle 2 boys, 4 girls selected book “The Westing Game”
  • Choice and Voice in middle school
    • Power of curricula, standards and school climate (Foucault)
    • From assigned roles to free form conversation (Cazden)
    • Unobserved but recorded
      • Jonathan Bartlett, Grade 8
      • Expressions from the Middle
      • http://www.nmsa.org/moya
    • What topics would students choose for discussion?
    • How would conversation flow without formal “roles”?
    • Would young adolescents use their daily language or teacher language ?
    • Whole Data Timeline
    • 0:00 – 1:00 Member introductions & opening opinions about book
    • 1:01 – New topic (wordplay)
    • 1:29 New topic – character (Eastman)
    • 3:04 – 4:00 New topic- character Turtle
    • 4:01 – 5:07 Repeat topic – Eastman
    • 5:08 – 5:36 New Topic – scene / characters
    • 5:37 – 6:19 New Topic – character actions
    • 6:20 – 6:47 Repeat Topic – Personal opinion about book (Ana)
    • 6:48 – 6:53 Clarify group process
    • 6:54 – 7:07 New topic – riddle
    • 7:08 – 7:53 Topic regained- Personal opinion of book (Ana) discussion of author
    • 7:54 – 8:09 Request for new question
    • 8:10 – 9:37 New Topic – speculation character thoughts / motivation
    • 9:38 – 10:18 New Topic - fact questions about characters
    • 10:27 – 11:44 New Topic - Mis-spelling in text
    • 11:45 – 13:05 New Topic - More fact questions
    • 13:06 – 14:48 New Topic - Chess as narrative device
    • 14:49 Repeat Topic - Clarification about the story and character motivation.
    • 17:05 Wrap up initiated
    • 17:51 Circle Ends
  • Topics
    • Characters
    • (actions, motivations, relationships)
    • Narrative devices
    • (clues as chess moves, riddles, wordplay)
    • Scenes
    • Inconsistencies or errors (misspelling)
    • *Author’s craft
  • Collaborative Talk (Edelsky)
    • Speaker turn
    • vs
    • floor turn
    More than “degenerate” conversation Beyond the dyad
  • Collaborative Talk (Barnes)
    • Initiating – new topic raised
    • Ally : “ Isn’t it kinda impressive that that author writ, written… had all that?
    • That all those ideas – like - at once in one book,. Wasn’t it amazing? I think it is.”
  • Collaborative Talk (Barnes)
    • Extending – collaboration to carry topics forward
    • Thomas: “Wasn’t it weird that the clues left over from the song were Ber, tha, Arica, Crow?”
  • Collaborative Talk (Barnes)
    • Eliciting – “requests for support”
    • Ally : “ See isn’t that it impressive?
    • Leah : “But, yeah.”
    • Ally : “That the author could do all that”
  • Collaborative Talk (Barnes)
    • Qualifying – “dissident opinion without dismissal”
    • Leah: “ I think the author was good.  I thought the ending, was, she just, she tried to throw everything in at once, everything into two pages and it didn’t make any sense. ”
  • Collaborative Talk (Barnes)
    • Dismissal
    • Elizabeth : “she was dying..”
    • Leah : “I don’t care if she was dying. I don't want to know all...she could write a two chapter book ”
  • Schooly Language
    • Thomas: “Moving on, more questions, essential questions .”
    • Kris : “OK this isn’t very important ……but I'm just going to point out. A fine line of a scare marked his c-h-e-c-k .”
  • Transcription problems Many voices, one recorder Representation (Green, et al)
  • Future Work -transcript as self-assessment -student auto ethnography of reading -collaboration and digital story -conceptualize reading “time”