Monthly Archives: October 2011

Assessing beginning readers

We were talking at work about the items we write for beginning-level students. How hard do they have to be? How easy is too easy, even for a beginner? As an example for discussion, one colleague shared a reading multiple

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Posted in Assessment

Frame analysis humor (Can I use this chair?)

Reading: Goffman, E. (1974). Frame analysis: An essay on the organization of experience. Cambridge, MA: Harvard. Goffman was a sociologist, but he wrote like a philosopher. In Frame Analysis he pushes some ideas out pretty far, thinking about how many

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Posted in fun, Institutional discourse

D.R.E.A.M. (Data Rules Everything Around Me)

At my last research update I was looking at studying cohesion in teacher talk by analyzing how teachers use known-information questions in sequence. I had the idea that sequences of known-information questions allow teachers to construct cohesive talk while also

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Posted in Institutional discourse

On interdisciplinarity

I was chatting with a colleague at a party, along these lines. (Subspecialties have been changed to protect the guilty.) Colleague: I know you do discourse analysis, and I respect that, but on one level I think it’s kind of

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Posted in Philosophy

Today’s hypothesis

High school content teachers — let’s take math teachers for example — aside from teaching math, part of their job is to socialize the students into the academic discourse of math. Think “talking math” along the lines of Jay Lemke’s

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Posted in Institutional discourse

Systemic functional conversation analysis

Reading: Hellerman, J. 2005. Syntactic and prosodic practices for cohesion in series of three-part sequences in classroom talk. Research on Language and Social Interaction, 38(1), 105–130. I’ve been working on a review of the literature on classroom discourse, and one

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Posted in Institutional discourse, SFL