ABSTRACT
The ethnographic and languaging data were not employed as evidence that Dialogic Literary Argumentation “works” to improve students’ learning to think, talk or write, but to describe the messy and complex work of teachers and students and not reducing the complexity, but to explore and explain it. The study of social processes and practices in classrooms theorizes and focuses on the work of teachers and students as they interactionally construct everyday life in classrooms. Most obvious across the classrooms was that there was a lot of student engagement in dialogue with each other and the teacher. The study of social processes and practices in classrooms theorizes and focuses on the work of teachers and students as they interactionally construct everyday life in classrooms. Warranting became a more personal and social process of reasoning than in traditional literature lessons, in which students engage only in close, and possibly decontextualized and disengaged, reading of and writing about the assigned literary text.
