Influence of Oral Discussion on Written Argument

The Challenge of Academic Language

“…Ravid and Tolchinsky's (2002) intriguing model of linguistic literacy proposes a bidirectional influence; however, their model states that basic features (e.g., basic syntax and phonology) are transferred from speaking to writing, whereas sophisticated features originate in writing and, therefore, exposure to and production of written language is the main factor in enriching linguistic literacy. However, some complex features might also transfer from spoken to written language, as Collaborative Reasoning studies demonstrate (Reznitskaya et al, 2001). Reznitskaya and colleagues show that higher levels of argumentation or reasoning can be achieved through the scaffolding of explicit discourse stratagems.…”

Word Generation Randomized Trial

“…For example, discussions have been found to be more productive when teachers pose authentic, open questions that require reasoning because there is no prespecified answer (Duke, Pearson, Strachan, & Billman, 2011;Reznitskaya et al, 2001). Reznitskaya and colleagues (2001) describe the positioning of students and teachers in such discussions as ''co-inquirers'' promoting student engagement in ''exploring complex concepts, improving their judgments, and responding to each other's reasoning' ' (p. 33).…”

“…As students grapple with open-ended questions, teacher demands that they explain their thinking and provide evidence for their claims are further associated with academically productive discussions (Hiebert & Wearne, 1993;Michaels et al, 2008;Wolf, Crosson, & Resnick, 2005). Furthermore, peer-to-peer exchanges in which students listen and respond to one another's ideas and make connections between their own reasoning and that of their peers are particularly important aspects of academically productive classroom discussions (Michaels et al, 2008;Reznitskaya et al, 2001;Wolf et al, 2005). Finally, productive classroom discussions are associated with respectful, collaborative environments that enable engagement with rigorous content and active student participation (Matsumura, Slater, & Crosson, 2008).…”

“…In these classrooms, students also asked each other to explain their thinking or explicitly linked their own to others' contributions. Such peer-to-peer exchanges in which students respond to one another's ideas are an important element of rich discussion (Michaels Lawrence et al et al, 2008;Reznitskaya et al, 2001). Interrater reliability was high (r = .93, with 39 of the 45 observations getting exact matches in this category).…”

The Quality of Writing Tasks and Students’ Use of Academic Language in Spanish

“…Although carefully orchestrated classroom discussions certainly contribute to students' opportunity to learn to use academic language (e.g., Reznitskaya et al, 2001), many structures and rhetorical features common in academic writing are rare in oral language exchanges. Indeed, learning this register in any language requires opportunities to engage in writing in response to academic texts.…”