Unprecedented in range and scope, this volume serves as a record of and reference for the development of fantasy literature. Working to be inclusive, rather than exclusive, opening a dialogue wherever possible, Sandner presents the full range of debates concerning the fantastic and its relationship to the sublime, the Gothic, children's literature, romance and comedy, and the purposes of imaginative literature. Introductions to each essay, presented in full or excerpted for the most relevant commentary, situate the reader in the history of fantasy literature and the criticism it has inspired.
New and important here are the claims for the early development of fantasy literature from the 18th century sublime. Previous histories of the genre regard Romanticism as a limit, but this reader draws from 18th, 19th, 20th, and even 21st century texts, revealing the unimagined scope of the field and developing a map of its early history for the first time. This important new volume presents, ultimately, the development of critical debates about the fantastic and its relationship to literature generally.

Quality Talk About Text: Discussion Practices for Talking and Thinking About Text (Research-Informed Classroom)

Literature & Fiction

Wilkinson, Ian A.G.

Bourdage, Kristin

Duke, Nell K.

History & Criticism

Heinemann

Product Description Teachers know quality talk helps develop students' intelligence. Unfortunately, there hasn't been enough support in showing teachers how to plan for this kind of talk. In this book, authors Ian Wilkinson and Kristin Bourdage bring together research-proven approaches to talk about text and offer teachers different models based on the specific skills they want to develop in students. More than just one approach, theirs is a versatile collection of approaches that will develop and expand students' knowledge and skills. Ian and Kristin provide a menu of approaches to discussion about texts based on different purposes:talk about text to emphasize personal responsetalk about text to emphasize knowledge buildingtalk about text to emphasize argumentation.Organized in a way that allows teachers to dip in and out of the chapters as needed, you'll be able to decide which discussion approaches are most closely aligned with the needs of the moment.With a talk assessment tool, text examples to use with each discussion approach, and links to classroom videos that give you realistic models of what this can look like across a range of grades, you'll have all the resources you need to discover the joys of quality talk about text. About the Author Ian A. G. Wilkinson is a Professor of Literacy in the Department of Teaching and Learning at The Ohio State University, and Honorary Professor in the School of Curriculum and Pedagogy at the University of Auckland, New Zealand. Ian studies literacy learning and teaching with a particular focus on classroom talk, discussion, and dialogue. His work has appeared in publications such as Reading Research Quarterly, British Journal of Educational Psychology, American Educational Research Journal, Journal of Educational Psychology, The Elementary School Journal, The Reading Teacher, Learning and Instruction, Teaching and Teacher Education, and Language and Education. He is a former editor of Reading Research Quarterly, and co-author of Becoming a Nation of Readers: The Report of the Commission on Reading, and The Most Reasonable Answer: Helping Students Build Better Arguments Together.Kristin Bourdage is an Associate Professor and Chair of the Department of Education at Otterbein University, USA. Kristin's earliest teaching assignments were second grade and language arts/reading at the middle level. She currently teaches literacy pedagogy to preservice teachers and facilitates professional development for K-12 teachers in literacy methods, curriculum design, project-based learning, and discussion approaches. Kristin studies classroom talk and discussion. Her latest interests explore the way classroom talk engages students in social emotional development and civic discourse. Her research has appeared in publications such as Language Arts, Language and Education, chapters in edited texts, and the National Reading Conference Yearbook. Kristin presents her work at professional education conferences at state and national levels.Nell K. Duke, Ed.D., is a professor in literacy, language, and culture and also in the combined program in education and psychology at the University of Michigan. Duke received her Bachelor's degree from Swarthmore College and her Masters and Doctoral degrees from Harvard University. Duke's work focuses on early literacy development, particularly among children living in economic poverty. Her specific areas of expertise include the development of informational reading and writing in young children, comprehension development and instruction in early schooling, and issues of equity in literacy education. She has served as Co-Principal Investigator of projects funded by the Institute of Education Sciences, the National Science Foundation, the Spencer Foundation, and the George Lucas Educational Foundation, among other organizations. Duke has been named one of the most influential education scholars in the U.S. in EdWeek. In 2014, Duke was awarded the P. Davi

Education & Teaching

Schools & Teaching

The Most Reasonable Answer is an innovative and comprehensive guide to engaging students in inquiry dialogue—a type of talk used in text-based classroom discussions. During inquiry dialogue, students collectively search for the most reasonable answers to big, controversial questions, and, as a result, enhance their argumentation skills and develop a deep understanding of the texts they read. Based on years of research and work in nearly fifty classrooms, this book is an essential resource for educators looking for new ways to teach critical thinking and engage students in high-quality discourse. Reznitskaya and Wilkinson introduce a robust Argumentation Rating Tool, a rubric highlighting eleven practices and corresponding talk moves that can be used by teachers and students to improve the quality of their arguments. The tool encourages students to build on and challenge each other’s ideas, clarify meaning, rely on well-examined reasons and evidence, and make logical connections. The authors explain how to choose the readings that have high “dialogic quality,” create controversial questions based on these readings, and design lessons that help students develop their argumentation skills when speaking, listening, reading, and writing. The book provides detailed annotated transcripts that illustrate how teachers can effectively facilitate whole-group and small-group discussions using fiction, nonfiction, and multimodal texts. Packed with a rich array of field-tested materials, The Most Reasonable Answer supports teachers in facilitating inquiry dialogue in upper-elementary grades.

The Most Reasonable Answer: Helping Students Build Better Arguments Together

Reznitskaya, Alina

Harvard Education Press

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