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ERIC Number: ED335672
Record Type: Non-Journal
Publication Date: 1991-Apr
Pages: 18
Abstractor: N/A
Reference Count: N/A
Tenth Graders' Exploration of Tensions and Contradictions in Story Writing and Literary Responses.
Beach, Richard
An exploratory study examined the relationship between adolescents' stance ("monologic" versus "dialogic") and several issues, including the degree to which adolescents explore tensions and contradictions in their writing and the nature of such tensions as related to gender and/or school attitudes. For the purposes of the study, "monologic" was defined as a rhetorical perspective or stance represented by an acceptance of a single version of reality while a "dialogic" perspective entails entertaining multiple, competing versions of reality. Subjects, 15 tenth-grade students in a suburban high school outside a large midwestern city, were selected based on their perceived differences in attitudes towards gender and school. Subjects completed questionnaires, read two short stories chosen for their portrayal of attitudes toward school and gender, and completed a variety of writing activities (including a short story) based on the stories. Interview transcripts, writings, and survey data for five of the subjects were subjectively analyzed and discussed by three judges to determine consistent patterns of their adopted stance and the types of tensions/contradictions. Results indicated that the two students who adopted a monologic orientation were relatively good students but were stuck in relatively static, absolutist versions of reality, and that two of the three students who adopted a dialogic perspective were not outstanding students yet were more likely to adopt multiple perspectives both in their story writing and responses. Findings suggest teachers need to employ activities that foster a more dialogic stance. (Two figures of data are included; 23 references are attached.) (RS)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A