Look Who’s Talking: Discourse Analysis, Discussion, and Initiation-Response-Evaluation Patterns in the College Classroom
Maureen Neal

In this article, an analysis and critique of one small but pedagogically significant component of classroom discourse (instructors’ use of long-familiar questioning routines in whole-group classroom discussion) is used to support the larger argument that analysis of classroom discourse at the college level offers many valuable ways to reflect on, and transform, our teaching.

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