Response rules


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Response rules

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