Narrative style, social class, and response to poetry

Research in the Teaching of English

Volumn 33, Issue 3, 1999, Pages 275-299

  Hemphill, Lowry ^a,b,c  

^a HARVARD GRADUATE SCHOOL OF EDUCATION   (United States)

^b HARVARD UNIVERSITY   (United States)

^c NONE   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0040331077     PISSN: 0034527X     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (47)

1. APPLEBEE, A. N. (1993). Literature in the secondary school: Studies of curriculum and instruction in the United States. NCTE Research Report No. 25. Urbana, IL: National Council of Teachers of English.
2. APPLEYARD, J. (1990). Becoming a reader. New York: Cambridge University Press.
3. ARIZPE, E. (1993). Unraveling one reader's story. Journal of Reading, 36, 356-367.
4. BEACH, R. (1995). Constructing cultural models through response to literature. English Journal, 84 (6), 87-95.
5. BEACH, R., & WENDLER, W. (1987). Developmental differences in response to a story. Research in the Teaching of English, 21, 286-297.
6. BERNSTEIN, B. (1971). Class, codes, and control (Vol. 1). London: Routledge.
7. BLUM-KULKA, S., & SNOW, C. (1992). Developing autonomy for tellers, tales, and telling in family narrative events. Journal of Narrative and Life History, 2, 187-217.
8. DELPIT, L. (1992). Acquisition of literate discourse: Bowing before the master? Theory into Practice, 31, 296-302.
9. DIAS, P. (1996). Reading and responding to poetry. Portsmouth, NH: Heinemann.
10. DIAS, P., & HAYHOE, M. (1988). Developing response to poetry. Milton Keynes, UK: Open University Press.
11. EARTHMAN, E. (1992). Creating the virtual work: Readers' processes in understanding literary texts. Research in the Teaching of English, 26, 351-384.
12. ENCISO, P. (1992). Creating the story world: A case study of a young reader's engagement strategies and stances. In J. Many & C. Cox (Eds.), Reader stance and literary understanding (pp. 75-102). Norwood, NJ: Ablex.
13. ENCISO, P. (1994). Cultural identity and response to literature. Language Arts, 71, 524-533.
14. FAIRBANKS, C. (1995). Reading students: Texts in contexts. English Education, 27, 40-52.
15. FROST, R. (1969). The poetry of Robert Frost (E. C. Lathem, Ed.). New York: Holt.
16. GEE, J. (1989). Two styles of narrative construction and their linguistic and educational implications. Journal of Education, 171, 97-115.
17. GEE, J. (1990). Social linguistics and literacies. New York: Palmer.
18. GERRIG, R. (1993). Experiencing narrative worlds: On the psychological activities of reading. New Haven, CT: Yale University Press.
19. HEATH, S. B. (1983). Ways with words. New York: Cambridge University Press.
20. HYMES, D. & CAZDEN, C. (1980). Narrative thinking and storytelling rights. In D. Hymes, (Ed.), Language in education: Ethnolinguistic essays (pp. 126-138). Washington, D.C.: Center for Applied Linguistics.
21. HYNDS, S. (1985). Interpersonal cognitive complexity and the literary response processes of adolescent readers. Research in the Teaching of English, 19, 386-402.
22. LABOV, W. (1972). Language in the inner city: Studies in the Black English Vernacular. Philadelphia: University of Pennsylvania Press.
23. LABOV, W., & WALETZKY, J. (1967). Narrative analysis: Oral versions of personal experience. In J. Helm (Ed.), Essays on the verbal and visual arts (pp. 12-44). Seattle: University of Washington Press.
24. LENTRICCHIA, F. (1975). Robert Frost: Modern poetics and the landscape of the self. Durham, NC: Duke University Press.
25. LONG, D., & BOURG, T. (1996). Thinking aloud: Telling a story about a story. Discourse Processes, 21, 329-339.
26. MACWHINNEY, B., & SNOW, C. (1985). The child language data exchange system. Journal of Child Language, 12, 271-295.
27. MARSHALL, J. D., SMAGORINSKY, P., & SMITH, M.W. (1995). The language of interpretation: Patterns of discourse in discussions of literature. NCTE Research Report No. 27. Urbana, IL: National Council of Teachers of English.
28. MAXSON, H.A. (1997). On the sonnets of Robert Frost. Jefferson, NC: McFarland.
29. MCCABE, A. (1996), Chameleon readers. New York: McGraw-Hill.
30. MCCABE, A., & ROLLINS, P. (1994). Assessment of preschool narrative skills. American Journal of Speech-Language Pathology, 3(1), 45-56.
31. MINAMI, M., & MCCABE, A. (1995). Rice balls and bear hunts: Japanese and North American family narrative patterns. Journal of Child Language, 22, 423-445.
32. PATTERSON, A., MELLOR, B., & O'NEILL, M. (1994). Beyond comprehension: Poststructuralist readings in the English classroom. In B. Corcoran, M. Hayhoe, & G. Pradl (Eds.), Knowledge in the making: Challenging the text in the classroom (pp. 61-72). Portsmouth, NH: Heinemann.
33. PETERSON, C., & MCCABE, A. (1983). Developmental psycholinguistics: Three ways of looking at a child's narrative. New York: Plenum.
34. POLANYI, L. (1979). So what's the point? Semiotica, 25 (3/4), 207-241.
35. POLANYI, L. (1985). Telling the American story: A structural and cultural analysis of conversational storytelling. Norwood, NJ: Ablex.
36. PRESSLEY, M., & AFFLERBACH, P. (1995). Verbal protocols of reading: The nature of constructively responsive reading. Hillsdale, NJ: Erlbaum.
37. ROGERS, T. (1994). Students as literary critics: The interpretive experiences, beliefs, and processes of ninth-grade students. Journal of Reading Behavior, 23, 391-423.
38. SCOLLON, R., & SCOLLON, S. (1981). Narrative, literacy and face in interethnic communication. Norwood, NJ: Ablex.
39. SCOLLON, R., & SCOLLON, S. (1984). Cooking it up and boiling it down: Abstracts in Athabascan children's story retellings. In D. Tannen (Ed.), Coherence in spoken and written discourse (pp. 173-197). Norwood, NJ: Ablex.
40. SEBESTA, S., MONSON, D., & SENN, H. (1995). A hierarchy to assess reader response. Journal of Reading, 38, 444-50.
41. SQUIRE, J. (1964). The responses of adolescents while reading four short stories. NCTE Research Report No. 2. Champaign, IL: National Council of Teachers of English.
42. SVENSSON, C. (1990). The development of poetic understanding during adolescence. In R. Beach & S. Hynds (Eds.), Developing discourse practices in adolescence and adulthood (pp. 136-161). Norwood, NJ: Ablex.
43. THOMSON, J. (1987). Understanding teenagers' reading. New York: Nichols.
44. VINE, H.A., & FAUST, M.A. (1993). Situating readers. Part three: Sensing the particular situation. English Journal, 82, 72-74.
45. VIPOND, D., & HUNT, R. (1984). Point-driven understanding: Pragmatic and cognitive dimensions of literary reading. Poetics, 13, 261-277.
46. WOLF, D., & HICKS, D. (1989). The voices within narratives: The development of intertextuality. Discourse Processes, 12, 329-351.
47. ZWAAN, R. (1996). Toward a model of literary comprehension. In B. Britton & A. Graesser (Eds.), Models of understanding text (pp. 241-255). Mahwah, NJ: Erlbaum.