Writing in the Dialogical Classroom: Students and Teachers Responding to the Texts of Their Lives
Drawing on NCTE Beliefs about the Teaching of Writing, and focusing on adolescent learners, Bob Fecho argues that teachers need to develop writing experiences that are reflective across time in order to foster even deeper explorations of subject matter. He creates an ongoing conversation between classroom practice, theory, and research to show how each informs the others. Principles in Practice imprint.
Listen to author Bob Fecho talk about his book with imprint editor Cathy Fleischer (6:27):
In the dialogical classroom, students use writing to explore who they are becoming and how they relate to the larger culture around them. Dialogical writing
- Combines academic and personal writing;
- Allows writers to bring multiple voices to the work;
- Involves thought, reflection, and engagement across time and space; and
- Creates opportunities for substantive and ongoing meaning making.
Drawing on NCTE Beliefs about the Teaching of Writing, this book illustrates the empowerment that can result from dialogical writing even as it examines the complications of implementing this approach in the classroom.
In this book, you will discover how to fashion a dialogical writing program that meets your and your students’ needs. Fecho helps you get there by providing a window into the classrooms of middle and high school teachers who are engaged in a dialogue with their practices. You’ll see how these teachers enact practice in different contexts, and you’ll hear them explain the essentials of their teaching as they demonstrate how dialogical classrooms depend on context and are forever in a state of becoming.
The dialogical classroom: often messy, complex, thoughtful, and inspired, but most of all, full of potential.
Principles in Practice imprint. 119 pp. 2011. Grades 7–12. ISBN 978-0-8141-1357-8.