'Thinking otherwise': Transactional literary theory and dialogic composition theory in combined pedagogy for life preparation.

摘要

This research combines two theories, transactional literary theory and dialogic composition theory, and posits that the combination of these compatible, intertwined approaches produces a pedagogical approach with the potential to be highly effective in the secondary English classroom. Additionally, this paper theorizes that if a student-centered, response-based, transactional and dialogic literacy classroom approach is taken, students may grow in understanding of self and community and fulfill one purpose of progressive education: preparation for life.;In research application, Common Core Exemplar Text The Grapes of Wrath by John Steinbeck is used to illustrate this type of combined pedagogy and a response-based textual resource list and unit plan have been included. Ultimately, this project offers an approach to literacy pedagogy that may assist current progressive secondary English educators to focus more broadly on student life preparation, not solely on school skills, through developing adolescents' understanding of self and other.