This volume defines Dialogic Literary Argumentation, outlines its key principles, and provides in-depth analysis of classroom social practices and teacher-student interactions to illustrate the possibilities of a social perspective for a new vision of teaching, reading and understanding literature.

David Bloome is EHE Distinguished Professor of Teaching and Learning at The Ohio State University, USA.

George E. Newell is Professor of English Education at The Ohio State University, USA.

Alan Hirvela is Professor of Teaching and Learning at The Ohio State University, USA.

Tzu-Jung Lin is Associate Professor of Educational Psychology in the Department of Educational Studies at The Ohio State University, USA.

Acknowledgments

Members of the Ohio State University Argumentative Writing Project

Chapter 1 - Introduction to Dialogic Literary Argumentation

Chapter 2 - Toward a Model of Dialogic Literary Argumentation

Chapter 3 - Constructing Dialogue and Dialectics in the Teaching, Learning and Reading of Literature

Chapter 4 - Constructing Multiple Perspectives in the Teaching, Learning and Reading of Literature

Chapter 5 - Constructing Intertextuality and Indexicality in the Teaching, Learning and Reading of Literature

Chapter 6 - Constructing Personhood in the Teaching, Learning and Reading of Literature

Chapter 7 -- Final Comments

References

Index