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Research in the Teaching of English, Vol. 40, No. 4, May 2006

Cover Art for Research in the Teaching of English, Vol. 40, No. 4, May 2006

Table of Contents


    Anne DiPardo and Melanie Sperling

    Abstract: In these pages we once again witness the complexity of the teaching-learning process—in elaborately woven webs of instructional talk, in teachers’ and students’ stumbling attempts to reach shared understandings, in the difficult task of assessing what students have already mastered, and in our efforts to develop insights into the needs of diverse learners.

    Keywords: College

  • Research on the Role of Classroom Discourse As It Affects Reading Comprehension

    Martin Nystrand

    Abstract: In the current research climate favoring rigorous experimental studies of instructional scripts using randomly chosen treatment and control groups, education and literacy researchers and policy makers will do well to take stock of their current research base and assess critical issues in this new context. This review of research on classroom discourse as it affects reading comprehension begins by examining 150 years of research on classroom discourse, and then findings and insights shaped by intensive empirical studies of both discourse processes and reading comprehension over the last three decades. Recent sociocultural and dialogic research supports claims that classroom discourse, including small-group work and whole-class discussion, works as an epistemic environment (versus script) for literacy development. New studies examine situated classroom talk in relation to educational outcomes and cultural categories that transcend the classroom.

    Keywords: College

  • Subjectivity and Intersubjectivity in the Teaching and Learning of Writing

    Sarah W. Beck

    Abstract: This article employs the concept of intersubjectivity to analyze developments in and discrepancies between students’ understandings of criteria for effective writing and the criteria of their teacher. It reports on a study that employed qualitative methods of interview and classroom observation in conjunction with analysis of students’ writing and the teacher’s feedback on their writing to explore the struggles of students learning the “genre of power” (Lemke, 1988, p. 89) of the literary analysis essay. The greatest challenges for the students in this study occurred for those whose goals and expectations related to this high-stakes genre of writing were not based on the same taken-for-granted assumptions about context and purpose as were their teacher’s. The article concludes by discussing teachers’ professional responsibility to negotiate shared goals for literacy with their students.

    Keywords: College

  • Are Advanced Placement English and First-Year College Composition Equivalent? A Comparison of Outcomes in the Writing of Three Groups of Sophmore College Students

    Kristine Hansen, Suzanne Reeve, Jennifer Gonzalez, Richard R. Sudweeks, GAry L. Hatch, Patricia Esplin, and William S. Bradshaw

    Abstract: This study was conducted to obtain empirical data to inform policy decisions about exempting incoming students from a first-year composition (FYC) course on the basis of Advanced Placement (AP) English exam scores.

    Keywords: College

  • AT LAST: The "Problem" of English Learners: Constructing Genres of Difference

    Kris D. Gutiérrez and Marjorie Faulstich Orellana

    Abstract: In this brief essay, we take the opportunity to engage our literacy colleagues in a re-examination of approaches that have become normative ways of framing, representing, and describing English Learners and other nondominant students in literacy research.

    Keywords: College


    Abstract: Abstract for this article is currently not available.

    Keywords: College


    Abstract: Abstract for this article is currently not available.

    Keywords: College


    Abstract: Abstract for this article is currently not available.

    Keywords: College

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A Professional Association of Educators in English Studies, Literacy, and Language Arts