NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ776493
Record Type: Journal
Publication Date: 2007-Mar
Pages: 3
Abstractor: ERIC
Reference Count: 0
ISSN: ISSN-0013-8274
Building Fires: Raising Achievement through Class Discussion
Kahn, Elizabeth
English Journal, v96 n4 p16-18 Mar 2007
According to a growing body of research, discussion-based instruction, in the context of high academic demands, significantly enhances student achievement in reading. The effects apply to below- as well as above-average-ability students. These findings confirm what secondary English teachers have believed all along about the value of discussion. After all, most secondary English teachers identify discussion as the heart of their approach to teaching literature. All English teachers dread the discussion where no one will say anything, students stare awkwardly at the teacher or each other, or students become disruptive. In this article, the author discusses some strategies which help to start a true, authentic discussion. One strategy for sparking a discussion is to introduce conflict or controversy. A blog is an effective technological tool. Many students who tend to be hesitant to talk in a classroom discussion are more willing to comment and make lengthier comments using the blog. Though increasing the amount of class time spent in authentic discussion of literary texts is not easy, recent research findings suggest that doing so can be highly effective in increasing student achievement in English language arts at all levels.
National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site:
Publication Type: Journal Articles; Opinion Papers
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A