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Reading & Writing Quarterly
Overcoming Learning Difficulties
Volume 25, 2009 - Issue 4: Tools That Support Literacy Education
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Defending Interpretations of Literary Texts: The Effects of Topoi Instruction on the Literary Arguments of High School Students

William E. Lewis University of Delaware, Newark, Delaware, USACorrespondence[email protected]
&
Ralph P. Ferretti University of Delaware, Newark, Delaware, USA
Pages 250-270 | Published online: 03 Sep 2009

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Read on this site (2)

Pamela Brunskill & John Z. Strong. (2021) Scaffolding adolescents’ critical thinking and disciplinary literacy skills in an in-person and virtual humanities class. Middle School Journal 52:4, pages 13-22.
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Kari Anne Rødnes. (2012) ‘It's insanely useful!’ Students’ use of instructional concepts in group work and individual writing. Language and Education 26:3, pages 183-199.
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Articles from other publishers (9)

Jennifer VanDerHeide, George E. Newell & Allison Wynhoff Olsen. (2023) Conceptualizing Dialogic Literary Argumentation: Inviting Students to Take a Turn in Important Conversations. Written Communication 40:2, pages 417-447.
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Ralph P. Ferretti. (2023) When the Truth Doesn’t Seem to Matter: The Affordances of Disciplinary Argument in the Era of Post-truth. Written Communication 40:2, pages 300-332.
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Sarah W. Beck, Karis Jones, Scott Storm, J. Roman Torres, Holly Smith & Meghan Bennett. (2020) Moves that matter: dialogic writing assessment and literary reading. English Teaching: Practice & Critique 20:1, pages 1-15.
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Paul Deane. (2020) Building and Justifying Interpretations of Texts: A Key Practice in the English Language Arts. ETS Research Report Series 2020:1, pages 1-53.
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Jennifer VanDerHeide. (2018) Classroom Talk as Writing Instruction for Learning to Make Writing Moves in Literary Arguments. Reading Research Quarterly 53:3, pages 323-344.
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Jannet van Drie, Tanja Janssen & Talita Groenendijk. (2017) Improving writing in social studies through professional development: Effects on teachers’ beliefs, classroom practice and students’ writing. European Journal of Applied Linguistics 5:2, pages 273-308.
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Emily C. Rainey. (2017) Disciplinary Literacy in English Language Arts: Exploring the Social and Problem-Based Nature of Literary Reading and Reasoning. Reading Research Quarterly 52:1, pages 53-71.
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Lisbeth M. Brevik, Britt Oda Fosse & Kari Anne Rødnes. (2014) Language, learning, and teacher professionalism: An investigation of specialized language use among pupils, teachers, and student teachers. International Journal of Educational Research 68, pages 46-56.
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William E. Lewis & Ralph P. Ferretti. (2011) Topoi and literary interpretation: The effects of a critical reading and writing intervention on high school students’ analytic literary essays. Contemporary Educational Psychology 36:4, pages 334-354.
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