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ERIC Number: EJ870677
Record Type: Journal
Publication Date: 2009
Pages: 21
Abstractor: As Provided
Reference Count: 54
ISSN: ISSN-1057-3569
Defending Interpretations of Literary Texts: The Effects of Topoi Instruction on the Literary Arguments of High School Students
Lewis, William E.; Ferretti, Ralph P.
Reading & Writing Quarterly, v25 n4 p250-270 2009
The study of literature has many important benefits for students, but research shows that students often have difficulty interpreting literary texts, are unable to read critically, and are challenged to write interpretations that go beyond basic plot summary. This article provides a theoretical interpretation of the processes by which students read, represent, and make effective analytical arguments about literary texts. To illustrate how this framework can be utilized in the classroom, we briefly discuss an instructional intervention in which high school students were taught to improve their analytical writing about literature through training in the "topoi" of literary analysis, and a cognitive writing strategy based on the self-regulated strategy development model of S. Graham and K. Harris. The implications for teaching students about the analysis of literary texts are discussed. (Contains 3 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A