The turn of the page: spoken quotation in shared reading

Gordon, John

doi:10.1080/19463014.2019.1665562

Cited by 3 publications

(10 citation statements)

References 52 publications

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“…One of the advantages of a mimetic stylized utterance‐cum‐quotation is its potential to draw the students in to the lived world of the literature. Gordon (2019b) has called this “drawing in” process “diegetic positioning” (p. 17), wherein students are encouraged to become inhabitants of the textual scene. Where the work of classroom literary critical discussion is often analytic, much of it is equally personal and aesthetic, pointing the students to the text itself as a site of character development and personal experience.…”

Section: Resultsmentioning

confidence: 99%

“…As studies in Conversation Analysis have outlined, direct quotation within narration more broadly foregrounds “involvement” (Tannen, 2007, p. 112), working to draw in the listener to an “engagement with the text‐as‐story concurrent with orientation to it as an aesthetic or ‘poetic’ … artifact of critical judgement” (Gordon, 2019b, p. 7). The advantage of mimesis and stylization as a practice is that speakers can mobilize a broader range of linguistic resources, including tone, emphasis, and accent, along with the ideological payload that accompanies them (Coupland, 2007).…”

Section: Resultsmentioning

confidence: 99%

“…One critical but underexplored “voice” in the English classroom is quotation: as part of the everyday literacy practices of oral reading and interpreting literature, teachers liberally embed quotations in their utterances “to anchor literary‐critical talk, exploiting text details to bridge individual involvement and public discussion” (Gordon, 2019b, p. 5). As feature of the heteroglot discourse of classroom instruction, the recontextualization of quotation is an important element of instructional dialogue (Knoeller, 1998; Samuelson, 2009) and represents what Bakhtin (1981) calls “double‐voiced discourse” (p. 324).…”

Section: Theoretical Framing: Style Voice and Quotation In Classroomentioning

confidence: 99%

“…Examining how spoken quotation “performs, foregrounds, and invites changing reader‐orientations” (p. 1), Gordon (2019b) suggests that the text itself is a distinct participant in literary critical talk in the everyday discourse of the classroom: the text as “a participant voice in the discussion, embedded in the utterance of an individual … [which] positions participants' reading of texts according to the distinctive pedagogic goals of the language art's classroom” (p. 5). Because the quote carries with it voice, style, and other socio‐ideological freight, it is not simply a resource but an additional voice to which speakers must respond.…”

Section: Theoretical Framing: Style Voice and Quotation In Classroomentioning

confidence: 99%

“…In this article, I outline the pedagogic functions of an English teacher stylizing stereotypical American “Southern” (Eble, 2003) characters in her whole‐class talk which centered on literary analysis. Taking up Gordon's (2019a, 2019b) framing on teacher's deployment of quotation in literary critical talk in the secondary English classroom, I analyze the teacher's creative use of these linguistic resources to draw the students into the diegetic world of the play, while also simultaneously providing a literary criticism of the central stylized character. In doing so, I argue the teacher's stylizations of quoted material function themselves as literary critical talk through enregisterment , working to fuse linguistic features with broader interpretive understandings of literary characters.…”

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confidence: 99%

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“I've got to do this in a Southern”: Stylized spoken literary quotation in the ELA classroom

LeBlanc

2020

Literacy

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This article investigates whole‐class discussions of literature in the English classroom and the pragmatics of teacher interpretation in and through the voices of characters. In particular, it focuses on the whole‐class oral reading and discussion of the Tennessee Williams' play A Streetcar Named Desire in an ethnically and linguistically diverse rural Canadian classroom, and the teacher's stylized “Southern” oral performances of significant characters as part of her responses to student answers in whole‐class talk. Using extensive audio data from a 12th‐grade English class and drawing from the analytic tools of the linguistic anthropology of education, this article raises questions of the potential functions of stylized characters' voices in literary critical talk. This research contributes to ongoing conversations regarding the pragmatics of voicing, stylization, and the intersections of teacher talk and literacy learning in classroom discourse, with specific attention to the pedagogic work of enregistering bundles of linguistic features with particular teacher‐driven interpretive perspectives on literary characters.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Theoretical Framing: Style Voice and Quotation In Classroomentioning

confidence: 99%

Section: Theoretical Framing: Style Voice and Quotation In Classroomentioning

confidence: 99%

mentioning

confidence: 99%

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“I've got to do this in a Southern”: Stylized spoken literary quotation in the ELA classroom

LeBlanc

2020

Literacy

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A pedagogical stylistics of intertextual interaction: Talk as Heteroglot Intertextual Study in higher education pedagogy

Gordon

2022

Language and Literature: International Journal of Stylistics

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This article presents a pedagogical stylistics of intertextuality in interactive literary study talk. It analyses case study data representing one higher education seminar discussion, where a tutor and student interpret a focal text through reference to diverse intertexts. The article asks: How do participants enact intertextual literary analysis in conversation? How are intertextual voices introduced? How do intertextual voices relate to focal texts and position readers’ orientations to them? The transcript represents the interplay of participant and text voices around Pond by Claire-Louise Bennett. The article examines the intertextual invocations made by participants in interaction including their pedagogic function. It adopts a methodology combining pedagogical stylistics with a conversation-analytic mentality. Commentary adapts Lemke’s four categories of intertextual connection (cothematic, co-orienting, coactional and cogeneric) to describe functions of intertextual invocation in talk, adding two new categories of co-illumination and cogeneration. The results suggest participants in literary study talk use intertextual invocations to develop insights, position the responses of others and sustain co-constructed interpretation. The article proposes the term Talk as Heteroglot Intertextual Study (THIS) to describe this pedagogical format, with linked terminology to identify its multivocal, deictic and organisational traits. This pedagogical stylistics helps researchers and teachers describe and understand the development of intertextual analysis in literary study talk.

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Demystification and Actualisation of Data Saturation in Qualitative Research Through Thematic Analysis

Naeem,

Ozuem,

Howell

et al. 2024

International Journal of Qualitative Methods

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The concept of saturation in qualitative research is a widely debated topic. Saturation refers to the point at which no new data or themes are emerging from the data set, which indicates that the data have been fully explored. It is considered an important concept as it helps to ensure that the findings are robust and that the data are being used to their full potential to achieve the research aim. Saturation, or the point at which further observation of data will not lead to the discovery of more information related to the research questions, is an important aspect of qualitative research. However, there is some mystification and semantic debate surrounding the term saturation, and it is not always clear how many rounds of research are needed to reach saturation or what criteria are used to make that determination during the thematic analysis process. This paper focuses on the actualisation of saturation in the context of thematic analysis and develops a systematic approach to using data to justify the contribution of research. Consequently, we introduce a distinct model to help researchers reach saturation through refining or expanding existing quotations, codes, themes and concepts as necessary.

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The turn of the page: spoken quotation in shared reading

Cited by 3 publications

References 52 publications

“I've got to do this in a Southern”: Stylized spoken literary quotation in the ELA classroom

“I've got to do this in a Southern”: Stylized spoken literary quotation in the ELA classroom

A pedagogical stylistics of intertextual interaction: Talk as Heteroglot Intertextual Study in higher education pedagogy

Demystification and Actualisation of Data Saturation in Qualitative Research Through Thematic Analysis

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