Developing Symbolic Interpretation through Literary Argumentation

Autor/inn/en	Sosa, Teresa; Hall, Allison H.; Goldman, Susan R.; Lee, Carol D.
Titel	Developing Symbolic Interpretation through Literary Argumentation
Quelle	In: Journal of the Learning Sciences, 25 (2016) 1, S.93-132 (40 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1050-8406
DOI	10.1080/10508406.2015.1124040
Schlagwörter	Persuasive Discourse; Mixed Methods Research; Case Studies; Teaching Methods; Literature; Grade 9; High School Students; Essays; Literary Devices; Discussion; Literary Criticism; Difficulty Level; Literary Genres; Content Analysis; Pretests Posttests + Suchen Sie Ihr Suchwort? Persuasion; Persuasive Kommunikation; Case study; Fallstudie; Case Study; Teaching method; Lehrmethode; Unterrichtsmethode; Literatur; School year 09; 9. Schuljahr; Schuljahr 09; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Essay; Aufsatzunterricht; Literaturarbeit; Diskussion; Literaturkritik; Schwierigkeitsgrad; Literarische Form; Inhaltsanalyse
Abstract	Literature can be a powerful resource for adolescents' psychosocial development, as it provides opportunities to experience the world through the perspectives of others and juxtapose these with one's own experiences. However, gaining access to these perspectives requires going beyond literal words on the page to explore interpretive meanings. This mixed-methods case study addresses the need to better understand how adolescent students learn to interpret literary works. Specifically, 9th-grade students participated in a 5-week instructional module focused on symbolic interpretation and coming of age themes in texts with a variety of sources of complexity. The primary data sources were an intentional sample of classroom discussions and essays written before and after instruction. Analyses indicate that students learned to make interpretive claims around symbolism. Textual evidence to support these claims was evident in whole-class discussions but less so in the written essays. Students also struggled to reason about why evidence supported particular claims and how the interpretive claims were related to understanding the characters and their worlds. Discussion focuses on the value of symbolic interpretation as a starting point for engaging adolescents in interpretive practices but notes that developing facility with literary interpretation takes concerted effort over longer periods of time. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01