Literary Interpretation as Poetic Translation: Envisioning a Rancièrean Emancipatory Framework for Literature Instruction

Macaluso, Kati

doi:10.1002/rrq.94

Cited by 2 publications

(2 citation statements)

References 22 publications

(31 reference statements)

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“…Arguments about literature vary because writers have multiple purposes for reading, interpreting, and responding to literature. The kinds of moves students make to participate in literary arguments relate to these purposes and practices, often rooted in different critical theories (Macaluso, ). In Hillocks's () widely used practitioner book, he advocated for teaching students to write literary arguments of judgment, such as whether a character shows courage.…”

Section: Theoretical Framework and Related Literaturementioning

confidence: 99%

Classroom Talk as Writing Instruction for Learning to Make Writing Moves in Literary Arguments

VanDerHeide

2017

Reading Research Quarterly

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A B S T R A C TAlthough teaching argumentative writing in schools is often about teaching argumentative forms, this instructional approach limits students' flexibility and choice as writers, readers, and meaning makers. An alternative method, rooted in tenets of genre theory, offers a different approach. Rather than treating argument as a static form, genre theory assumes that genres ( including argumentative genres) are situated, typified ways that people make moves through writing to accomplish goals through language. Taking a genre theory and sociocultural, discourse lens, this article explores how a teacher in an Advanced Placement Literature course approached the teaching of argumentative writing. Through a moves analysis of focal student essays and a discourse analysis of classroom talk, the study asks two questions: (1) How does the teacher, through classroom talk, support students in making moves of literary argument? (2) How do students make these moves in speaking and writing? Findings identify argumentative moves and submoves that students made in their argumentative essays. The teacher supported students' learning by explicitly pointing to these moves in model essays, posing questions that prompted students to make the same moves in classroom talk, and revoicing student responses in more disciplinary ways. Through small-and large-group discussions, students learned to make moves that they later made in essays. In identifying classroom talk moves that serve argumentative writing instruction in literary studies, these findings have implications for classroom-based argument writing instruction, for literacy teacher preparation and professional development, and for future research on approaches to teaching literature and writing.T he National Council of Teachers of English's (2016) position statement "Professional Knowledge for the Teaching of Writing" forwards several beliefs about writing held by the professional organization: Writing grows out of many purposes, writing is embedded in complex social relations and their appropriate languages, everyone has the capacity to write, writing can be taught, teachers can help students become better writers, writing is a process, writing has a complex relation with talk, and writing and reading are related. These beliefs, which draw on research, theory, and the expertise of the researchers and teachers who drafted them, reflect an understanding of writing that is contextualized and complex and foregrounds students' agency as developing writers.However, the teaching and learning of argumentative writing in schools does not always reflect these tenets. Even in classrooms where the teaching of other types of writing, such as narrative or poetry, reflects more contextualized, student-driven, multimodal composing,

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Section: Theoretical Framework and Related Literaturementioning

confidence: 99%

Classroom Talk as Writing Instruction for Learning to Make Writing Moves in Literary Arguments

VanDerHeide

2017

Reading Research Quarterly

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“…Yet, despite or because of these affordances, multimodal literacy researchers have sometimes been criticized for taking this too far. Macaluso (2015) critiqued the way reader-response theory, one of the earliest unfreezings of author/reader binaries that revealed meaning making as coconstructed by reader and text, is sometimes applied to content pedagogies. Citing Lewis (2000), Macaluso cautions that some take reader-response theory to mean “the privileging of the personal or .…”

Section: Phenomenology and Literacy Researchmentioning

confidence: 99%

“A Big Circle of Unity”

Muth

2016

Journal of Literacy Research

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This study explores the lived experiences of incarcerated fathers "being-in-text" with their children. It draws on Husserlian and Heideggerian notions of intentionality that are partly deconstructed by Derrida and further "posted" by Vagle's notion of postintentionality and Barad's posthumanism. Of particular interest is a week-long prisonbased mural project-framed in terms of multimodal, existential, identity work-that provided material support for fathers' ontological shifts from being prisoners to being fathers in phenomenal time and space. The study revealed that being-in-text was lived as a contingent and suspenseful "being-in" time and space, oriented in a "being for" children, even as other forces of being-in-prison discouraged fathers from looking up toward horizons beyond prison walls. These dehumanizing forces of prison were a form of blind loyalty-a looking down and away from life outside prison and narratives of belonging. The study further revealed a possibility for becoming fathers as prisoners looked up into the eyes of (present and imagined) family members. Literacy events provide contexts for prisoners to be answerable to their children. But being-in-text and being-in-prison are lived as a singular and constant tension of "staging" that raises ethical concerns about the risks and costs of these ontological shifts. From this, an appeal is made for a nuanced valuing of prisoners as subjects rather than objects, and for further exploring a "posted" phenomenology's role in literacy research and social justice work.

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Literary Interpretation as Poetic Translation: Envisioning a Rancièrean Emancipatory Framework for Literature Instruction

Cited by 2 publications

References 22 publications

Classroom Talk as Writing Instruction for Learning to Make Writing Moves in Literary Arguments

Classroom Talk as Writing Instruction for Learning to Make Writing Moves in Literary Arguments

“A Big Circle of Unity”

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