Learning to Interpret: Constructing Written Arguments About Unreliable Narrators

• In Event: 16.059 - Poster Session 2
  In Poster Session: 16.059-5 - The Use of Stories, Games, and Technologies in Learning Environments

Abstract

The purpose of this study was to understand how students’ construction of written arguments regarding narrator unreliability in literary texts changed over time during an instructional module designed to develop literary reasoning. The learning objectives of the module were to determine the reliability of a narrator and consider what that might suggest about human nature using supporting arguments. Pre/post assessments and four written arguments over the course of an 18-day module were analyzed for changes in reasoning and argumentation about unreliable narration in student written work. Findings reveal that explicit instruction in strategies for literary interpretation and building on student prior knowledge supported growth in literary reasoning skills and written argumentation across the module.

Authors

• Allison H. Hall, University of Illinois at Chicago

• Candice Burkett, University of Illinois at Chicago

• Teresa Sosa, Indiana University - IUPUI

• Susan R. Goldman, University of Illinois at Chicago