Textual evidence for interpretive claims appeared in whole-class discussion but students struggled to reason about why evidence supported claims¶

Claim · All claims
Evidence · 1 study · qualitative r3 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Students used textual evidence to support symbolic interpretive claims in discussion but lacked language forms for expressing how and why evidence supports claims. → Teresa Sosa 2015

Evidence¶

Teresa Sosa 2015¶

Teresa Sosa, Allison H. Hall, and Susan R. Goldman; Carol D. Lee. (2015). Developing Symbolic Interpretation Through Literary Argumentation. https://doi.org/10.1080/10508406.2015.1124040

q2 · i? · qualitative · r3

Qualitative analysis of the Day 12 whole-class discussion of the Cisneros vignette "Four Skinny Trees," in which students proposed conflicting interpretations and cited text lines. The analysis found students "appear not to have the language forms for expressing how and why the evidence from the text supports specific claims."

"the students appear not to have the language forms for expressing how and why the evidence from the text supports specific claims, so we see the teacher providing these on several occasions"

Discussion¶

Related Claims¶

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