Classroom Talk, Knowledge Development, and Writing

摘要: Fifty-eight, college-preparatory twelfth-grade students and their English teacher participated in this study of whether exploratory talk small groups can help assimilate new information on complex topics more effectively than participation a class dis- cussion or lecture. Of the three treatments (lecture, discussion, student-led small-group discussion), discussion was significantly effective improving students' knowledge as they prepared to write. Similarly, differences quality analytic, opinion essays (scored for clear thesis elaboration ideas) re- vealed that consistently superior both weaker stronger writers. Data from composing-aloud protocols revealed following conditions were better able remain task while composing essays, stu- dents made fewer negative comments about essay production. Attitude measures preferred allowed them when developing under- standing ideas. Results all data sources converge indicate provide powerful means de- veloping understanding facilitate writing these In everyday life we often use begin exploring possible connection interest. Consider two strangers - potential communicants who have just witnessed same event but not talked one another. The gregarious may offer: "What do you make that?" "Say, really reminds me time. . ." While such certainly serves social purpose, it also way speaker making meaning, explore his her given situation build upon it. Exploratory is used shape find meaning occur during group interactions. Every member research team recognize famil- iarity following: A will apologize "thinking out loud" "brainstorming," though an apology immediately necessary (cf. Grice's (1975) conversational maxims). reason I would like thank Arthur Applebee Judith Langer thoughtful responses each stage research. anonymous RTE reviewers useful, constructive suggestions article.