IRE/F as a Cross-Curricular Collaborative Genre of Implicit Argumentation
Bibliographic Data
| ID | 4896136 |
|---|---|
| Authors | Ann M Lawrence (University of South Florida), Sandra Crespo (0000-0003-2103-3138) |
| Year | 2016 |
| Volume | 55 |
| Issue | 4 |
| Pages | 320-331 |
| Publication date | 2016-10-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Theory Into Practice (JOURNAL) |
| Journal identifiers | ISSN: 0040-5841 • E-ISSN: 1527-2532 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00405841.2016.1209021 |
| OpenAlex | W2498788293 |
| Language | EN |
| Citations received | 1 |
| References cited | 14 |
We contend that the classroom-discourse routine of IRE/F (teacher initiation, student response, teacher evaluation/follow-up) is a genre of argumentation that is both collaborative and implicit because teachers and students cooperate during IRE/F exchanges not only to make and mirror knowledge claims but also to suppress justification for those claims. Analyzing consecutive IRE/F exchanges drawn from a first-grade geometry lesson, we propose that the implicit argumentation of IRE/F may conflict with students' learning of justification-centered forms of reasoning that are promoted in the cultural communities of academic disciplines. To highlight the argumentation and identification practices at work in IRE/F exchanges, and to expand teachers' options for responding to students, we offer the flexible heuristic WAIT (Welcome, Analyze, Include, Thank), which transforms the third IRE/F turn into an opportunity for explicitly analyzing students' argumentation practices and including students in disciplinary, school, and classroom communities
Argumentation theory · Argumentative · Discipline · Epistemology · Heuristic · Identification (biology · Mathematics education · Pedagogy · Social science · Sociology · EFL/ESL Teaching and Learning · Innovative Teaching and Learning Methods · Philosophy · Psychology · Writing and Handwriting Education
| Citations per year | 0.11 |
|---|---|
| Citation span | 2017 - 2017 (1) |
| Highly cited | No |