Examining how evaluative talk functions in instructional sequences
Wyatt-Smith, Claire. (2001). Examining how evaluative talk functions in instructional sequences. In In Cumming, J. and Wyatt-Smith, C. (Ed.). Literacy and the Curriculum: Success in Senior Secondary Schooling pp. 117 - 130 Australian Council for Educational Research.
|Editors||Cumming, J. and Wyatt-Smith, C.|
This chapter examines how evaluative talk, including feedback for formative purposes, functions as part of routine classroom instruction in Senior English and Marine Studies. Specifically, the focus is on how the talk is interactionally accomplished, especially as it entails teacher feedback designed to focus student attention on task demands and to mobilise efforts to achieve an improved performance. At issue are the agencies of the teacher and student in how evaluative talk occurs, the use of feedback as displays of pedagogic authority, and the apparent consequences of such displays.
|Page range||117 - 130|
|Book title||Literacy and the Curriculum: Success in Senior Secondary Schooling|
|Publisher||Australian Council for Educational Research|
|Place of publication||Melbourne, Australia|
|Research Group||Institute for Learning Sciences and Teacher Education (ILSTE)|
|Is part of||Literacy and the Curriculum: Success in Senior Secondary Schooling|
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