Research in the Teaching of English, Vol. 41, No. 2, November 2006

Table of Contents

• Editors' Introduction: Taking Stock

  Melanie Sperling and Anne DiPardo

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  Abstract: Abstract for this article is currently not available.

  Keywords: College

• ORALITY AND LITERACY: A SYMPOSIUM IN HONOR OF DAVID OLSON: Oral Discourse in a World of Literacy

  David R. Olson

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  Abstract: Preeminent scholar David Olson opens this symposium with a reflection on the decades-long debate concerning the relationship between written and oral discourse. His essay is followed by a series of responses by leading literacy researchers, including David Bloome, Anne Haas Dyson, James Paul Gee, Martin Nystrand, Victoria Purcell-Gates, and Gordon Wells. The symposium concludes with a further essay by Professor Olson, in which he offers his reflections on these scholars’ comments and looks to the continuing conversation.

  Keywords: College

• ORALITY AND LITERACY: A SYMPOSIUM IN HONOR OF DAVID OLSON: What Counts as Evidence in Researching Spoken and Written Discourses?

  David Bloome

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  Abstract: Preeminent scholar David Olson opens this symposium with a reflection on the decades-long debate concerning the relationship between written and oral discourse. His essay is followed by a series of responses by leading literacy researchers, including David Bloome, Anne Haas Dyson, James Paul Gee, Martin Nystrand, Victoria Purcell-Gates, and Gordon Wells. The symposium concludes with a further essay by Professor Olson, in which he offers his reflections on these scholars’ comments and looks to the continuing conversation.

  Keywords: College

• ORALITY AND LITERACY: A SYMPOSIUM IN HONOR OF DAVID OLSON: Literacy in a Child's World of Voices, or, The Fine Print of Murder and Mayhem

  Anne Haas Dyson

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  Abstract: Preeminent scholar David Olson opens this symposium with a reflection on the decades-long debate concerning the relationship between written and oral discourse. His essay is followed by a series of responses by leading literacy researchers, including David Bloome, Anne Haas Dyson, James Paul Gee, Martin Nystrand, Victoria Purcell-Gates, and Gordon Wells. The symposium concludes with a further essay by Professor Olson, in which he offers his reflections on these scholars’ comments and looks to the continuing conversation.

  Keywords: College

• ORALITY AND LITERACY: A SYMPOSIUM IN HONOR OF DAVID OLSON: Oral Discourse in a World of Literacy

  James Paul Gee

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  Abstract: Preeminent scholar David Olson opens this symposium with a reflection on the decades-long debate concerning the relationship between written and oral discourse. His essay is followed by a series of responses by leading literacy researchers, including David Bloome, Anne Haas Dyson, James Paul Gee, Martin Nystrand, Victoria Purcell-Gates, and Gordon Wells. The symposium concludes with a further essay by Professor Olson, in which he offers his reflections on these scholars’ comments and looks to the continuing conversation.

  Keywords: College

• ORALITY AND LITERACY: A SYMPOSIUM IN HONOR OF DAVID OLSON: Rendering Messages According to the Affordances of Language in Communities of Practice

  Martin Nystrand

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  Abstract: Preeminent scholar David Olson opens this symposium with a reflection on the decades-long debate concerning the relationship between written and oral discourse. His essay is followed by a series of responses by leading literacy researchers, including David Bloome, Anne Haas Dyson, James Paul Gee, Martin Nystrand, Victoria Purcell-Gates, and Gordon Wells. The symposium concludes with a further essay by Professor Olson, in which he offers his reflections on these scholars’ comments and looks to the continuing conversation.

  Keywords: College

• ORALITY AND LITERACY: A SYMPOSIUM IN HONOR OF DAVID OLSON: Written Language and Literacy Development: The Proof Is in the Practice

  Victoria Purcell-Gates

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  Abstract: Preeminent scholar David Olson opens this symposium with a reflection on the decades-long debate concerning the relationship between written and oral discourse. His essay is followed by a series of responses by leading literacy researchers, including David Bloome, Anne Haas Dyson, James Paul Gee, Martin Nystrand, Victoria Purcell-Gates, and Gordon Wells. The symposium concludes with a further essay by Professor Olson, in which he offers his reflections on these scholars’ comments and looks to the continuing conversation.

  Keywords: College

• ORALITY AND LITERACY: A SYMPOSIUM IN HONOR OF DAVID OLSON: Monologic and Dialogic Discourses as Mediators of Education

  Gordon Wells

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  Abstract: Preeminent scholar David Olson opens this symposium with a reflection on the decades-long debate concerning the relationship between written and oral discourse. His essay is followed by a series of responses by leading literacy researchers, including David Bloome, Anne Haas Dyson, James Paul Gee, Martin Nystrand, Victoria Purcell-Gates, and Gordon Wells. The symposium concludes with a further essay by Professor Olson, in which he offers his reflections on these scholars’ comments and looks to the continuing conversation.

  Keywords: College

• ORALITY AND LITERACY: A SYMPOSIUM IN HONOR OF DAVID OLSON: Resonse: Continuing the Discourse on Literacy

  David R. Olson

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  Abstract: Preeminent scholar David Olson opens this symposium with a reflection on the decades-long debate concerning the relationship between written and oral discourse. His essay is followed by a series of responses by leading literacy researchers, including David Bloome, Anne Haas Dyson, James Paul Gee, Martin Nystrand, Victoria Purcell-Gates, and Gordon Wells. The symposium concludes with a further essay by Professor Olson, in which he offers his reflections on these scholars’ comments and looks to the continuing conversation.

  Keywords: College

• Diverse, Unforeseen, and Quaint Difficulties: The Sensible Responses of Novices Learning to Follow Instructions in Academic Writing

  Karen P. Macbeth

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  Abstract: While academic discourse communities have been extensively studied as social contexts of forms/functions, and teachers, lessons, and students have been researched from every imaginable angle, the prevailing view of academic writing conventions is still quite normative. The conventions of the academy are often regarded as a stable collection of formal rules and objects that can be taught explicitly.

  Keywords: College

• Annotated Bibliography of Research in the Teaching of English

  Richard Beach et al.

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  Abstract: The committee reviews important research works in the teaching of English that have been published in the last year. Committee members include Richard Beach, Martha Bigelow, Deborah Dillon, Lee Galda, Lori Helman, Julie Shalhope Kalnin, Cynthia Lewis, and David O’Brien, Karen Jorgensen Lauren Liang, Gert Rijlaarsdam, and Tanja Janssen.

  Keywords: College

• GUEST REVIEWERS

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  Abstract: Abstract for this article is currently not available.

  Keywords: College

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