Research in the Teaching of English, Vol. 33, No. 3, February 1999

Table of Contents

• EDITORS’ INTRODUCTION

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  Abstract: Abstract for this article is currently not available.

  Keywords: Research, College

• Public Displays of Affection: Political Community through Critical Empathy

  Todd DeStigter

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  Abstract: Reflects on the notion of community in public life. Considers the importance of developing and sustaining affective relationships in the larger public sphere, engaging in civic literacy (publicly consequential acts of citizenship) complemented and sustained by civil literacy (characterized by a willingness to listen), supported by critical empathy (establishing affective connections with other human beings).

  Keywords: Pedagogy, Research, School-Community Relation, College, Professional Development

• Critical Literacy and Institutional Language

  Ellen Cushman

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  Abstract: Uses activist ethnographic field work to explore institutional language skills used by inner-city residents as they negotiated social services institutions. Shows residents' critical awareness and political acumen as they complied with and resisted the structuring ideology of institutional agents. Raises questions about the methods of key critical pedagogues and the appropriateness of their assumption of false consciousness among disenfranchised people.

  Keywords: Language, Literacy, Research, College, Social Justice / Activism

• Narrative Style, Social Class, and Response to Poetry

  Lowry Hemphill

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  Abstract: Explores differences in adolescents' styles of responding to poetry and relates these differences to contrasts in the way students narrate stories of personal experience. Finds contrasts between working-class and middle-class students in styles of responding to poetry which show parallels with their contrasting styles of narrating stories of personal experience.

  Keywords: Diversity, Literacy, Literature, Research, Middle

• Initial Encounters with Unfamiliar Words in Independent Reading

  Janis M. Harmon

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  Abstract: Finds that two proficient middle-school readers (in initial encounters with self-selected, unknown words) employed multiple strategies to gain knowledge of new words, including making use of distant and local context, drawing on different types of content connections, doing word-level analysis, and using syntactically appropriate synonyms. They differed substantially on the kinds of content connections on which they drew.

  Keywords: Literature, Research, Reading, Middle

• The 1998 Alan C. Purves Award

  Kathryn Mitchell Pierce, Arnetha F. Ball, Carol Gilles, Cindy O'Donnell-Allen

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  Keywords: Research, College

• GUEST REVIEWERS

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  Keywords: Research, College

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