Research in the Teaching of English, Vol. 34, No. 1, August 1999

Table of Contents

• EDITORS’ INTRODUCTION

  Peter Smagorinsky and Michael W. Smith

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  Abstract: Traditionally, university faculty have been evaluated and promoted according to their ability to produce sole-authored publications. The age of copyright also pushed to discourage acknowledgement of contributions made by others. However, it has long been acknowledged that new scholarship is based on citation, and social researchers contend that all thought is socially meditated and therefore collaborative. The issue becomes more complicated when research is conducted in conjunction with classroom teachers, whose classroom practices and insights are imperative to the observer's analysis, and should, therefore, be co-authors.

  Keywords: College, Research

• Supporting Possible Worlds: Transforming Literature Teaching and Learning through Conversations in the Narrative Mode

  Suzanne M. Miller, Sharon Legge

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  Abstract: Investigates how a secondary-school teacher uses her "turning-point literacy experience" as a narrative template to guide changes in her teaching of literature. Scaffolds students' narrative modes of thinking in two contrasting classroom contexts: a twelfth-grade class for "at-risk" students and an eleventh-grade class for college-bound students. Provides narrative strategies at points of need.

  Keywords: Secondary, College, Literature, Pedagogy, Research, Professional Development

• "If Anything is Odd, Inappropriate, Confusing, or Boring, It's Probably Important": The Emergence of Inclusive Acedemic Literacy through English Classroom Discussion Practices

  Lesley A. Rex, David McEachen

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  Abstract: Describes the role of class discussion and a teacher's particular discourse moves in the development of an inclusive learning culture in a high school English literature course with a rigorous academic curriculum. Focuses on how the teacher transformed previously tracked gifted and talented and general students' understandings of what counted as being a reader while negotiating collaboration.

  Keywords: College, Diversity, Literacy, Literature, Pedagogy, Research

• The Right to Write: Preservice Teachers' Evolving Understandings of Authenticity and Aesthetic Heat in Multicultural Literature

  Shelby A. Wolf, Darcy Ballentine, Lisa Hill

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  Abstract: Questions whether authors can authentically represent a culture of which they are not a part. Considers what kind of shifts will occur in preservice teachers' understandings of the "right to write." Finds that as preservice teachers learn more about the current debate through class readings and discussions, they move from straightforward statements to hesitations over the hard issues raised.

  Keywords: Secondary, College, Diversity, Literature, Pedagogy, Research, Professional Development

• GUEST REVIEWERS

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  Abstract: Abstract for this article is currently not available.

  Keywords: College, Research

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