Reading Rhetorically: Discussing the Ethics of Narrative Form

IF 1.4 2区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Robert Jean LeBlanc, Amy Stornaiuolo
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引用次数: 0

Abstract

In this study, we explore discussions of literature in a high school English Language Arts (ELA) classroom, examining how students read rhetorically. Reading rhetorically considers the ethical effects of narrative content as it is mediated through character dialogue and action, narrator discourse, and the author's organization: a narrative as a story told to someone for some rhetorical purpose. Drawing from rhetorical narratology, we analyzed data collected in a 12th-Grade ELA classroom during student-driven Socratic seminars to ask: how did students address the ethics of various narrative situations as they talked about literature? We found that youth engaged in interpretive discussions that grappled with the complexities of ethical positioning in narrative. We argue that ELA classrooms are key spaces to help students examine how narratives act on readers, how readers act on narratives, and the ethical dimensions of such interpretive work.
从修辞学角度阅读讨论叙事形式的伦理学
在本研究中,我们探讨了高中英语语言艺术(ELA)课堂中的文学讨论,研究了学生如何进行修辞阅读。修辞阅读考虑的是叙事内容的伦理效果,因为它是通过人物对话和动作、叙述者的话语以及作者的组织来中介的:叙事是为了某种修辞目的而向某人讲述的故事。借鉴修辞叙事学,我们分析了在十二年级英语语言学课堂上由学生主导的苏格拉底式研讨会中收集到的数据,以探究:在谈论文学作品时,学生是如何处理各种叙事情况下的伦理问题的?我们发现,青少年在参与解释性讨论时,会努力解决叙事中复杂的伦理定位问题。我们认为,英语语言学课堂是帮助学生研究叙事如何作用于读者、读者如何作用于叙事以及此类阐释工作的伦理维度的关键场所。
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来源期刊
CiteScore
4.30
自引率
7.70%
发文量
19
期刊介绍: The Journal of Literacy Research (JLR) is a peer-reviewed journal contributes to the advancement research related to literacy and literacy education. Current focuses include, but are not limited to: -Literacies from preschool to adulthood -Evolving and expanding definitions of ‘literacy’ -Innovative applications of theory, pedagogy and instruction -Methodological developments in literacy and language research
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