Table of Contents

Foreword
Carol D. Lee, Northwestern University
Acknowledgements
Editors’ Introduction to Raise Your Voices
Part I: Inviting Conversations
Editors’ Introduction to Part I
Chapter 1: Inquiry and Discussion
Thomas M. McCann, Northern Illinois University, DeKalb, Illinois
Chapter 2: Authentic Discussion and Writing
Elizabeth E. Kahn, Northern Illinois University, DeKalb, Illinois
Chapter 3: Discussion and Literature
Carolyn Calhoun Walter, Northern Illinois University
Chapter 4: Daily Classroom Discourse That Supports Speaking and Listening Goals
Kim Gwizdala, Glenbard West, High School, Glen Ellyn, Illinois
Part II: Reflecting on Practice to Foster Engagement and Learning
Editors’ Introduction to Part II
Chapter 5: Seeing and Hearing What Actually Happens
Dawn Forde, Adlai E. Stevenson High School, Lincolnshire, Illinois
Chapter 6: Inviting Student Reflection on Participation
Andrew Bouque, Adlai E. Stevenson High School, Lincolnshire, Illinois
Chapter 7: Planning, Managing, and Troubleshooting for Rich Discussions
Andrew Bouque and Dawn Forde, Adlai E. Stevenson High School, Lincolnshire, Illinois
Part III: Expanding Conversations
Editors’ Introduction to Part III
Chapter 8: Layers of Discussion
Lisa Whitmer, Larkin High School, Elgin, Illinois
Chapter 9: Extending the Conversation: Discussion-Based Inquiry Units
Julianna Cucci and Zanfina Rrahmani Muja, Maine Township High School District, DesPlaines, Illinois
Chapter 10: Digital Discussions
Nicole Boudreau Smith and Mark Patton, Adlai E. Stevenson High School, Lincolnshire, Illinois
Chapter 11: Discussion, Deliberation, and Democracy
Tamara Jaffe-Notier, Niles West High School, Skokie, Illinois
Part IV: Including Everyone in Conversations
Editors’ Introduction to Part IV
Chapter 12: Discussion with English Learners: Both Possible and Powerful
Barbara Alvarez, Huntley High School, Huntley, Illinois, and Shannon McMullen, Glenbard North High School, Carol Stream, Illinois
Chapter 13: Discussing Difference: Engaging Students with Learning Differences in Authentic Discussion
Claire Walter, Wolcott School, Chicago, Illinois
Chapter 14: “Talk isn’t Cheap in Here:” Discussion in Prison Classrooms
Deborah Appleman, Carleton College, Northfield, Minnesota
Chapter 15: A Place for Reticent Speakers
Patricia Dalton, Fremont High School, Sunnyvale, California
About the Editors
About the Contributors

About the Author

Thomas M. McCann is a professor of English at Northern Illinois University, where he contributes to the teacher licensure program. His books include Transforming Talk into Text and Literacy and History in Action (Teachers College Press) and the co-authored Talking in Class (NCTE, 2006), The Dynamics of Writing Instruction (Heinemann, 2010), and Teaching Matters Most (Corwin Press, 2012).

Andrew Bouque teaches English at Adlai E. Stevenson High School in Lincolnshire, Illinois. In his 19 years in public high schools, he has worked to build classroom communities for students to find, develop, and refine their spoken voices and craft arguments that matter.

Dawn Forde is a teacher at Adlai E. Stevenson High School and has been learning from her students for the past seventeen years. She has presented at local, state, and national conferences, primarily focusing on discussion and its effects on literacy and student engagement.

Elizabeth A. Kahn taught English language arts for 36 years and served as English department chair; she now teaches in the English teacher education program at Northern Illinois University in DeKalb, Illinois. She has co-authored several books, including Discussion Pathways to Literacy Learning (NCTE 2018), The Dynamics of Writing Instruction (Heinemann 2010), and Writing About Literature (NCTE 1984 and 2009, updated edition).

Carolyn Calhoun Walter taught English students for thirty years at both public and private high schools and now supervises student teachers for Northern Illinois University. Ms. Walter is a regular presenter at national conferences and has co-authored Designing and Sequencing Pre-Writing Activities and Writing about Literature, and Discussion Pathways to Literacy Learning.

Reviews

Teachers will find answers to many questions they may have about dialogic instruction in Raise Your Voices: Inquiry, Discussion, and Literacy Learning. Unlike many, perhaps most books on this topic, it is written “from the trenches” by experienced teachers. Dialogic instruction is increasingly challenged by prescriptive lesson plans that make little room for authentic questions and open-ended questions. Dialogic instruction is moreover particularly challenging for new teachers who may not always know how to interpret pauses in student responses to their questions: Did they ask a dumb question or a challenging thought-provoking one? Silence can be hard for a new inexperienced teacher to understand. Fortunately, they will find experienced guidance to such questions in Raise Your Voices: Inquiry, Discussion, and Literacy Learning.
*Martin Nystrand, Louise Durham Mead Professor of English Emeritus, University of Wisconsin-Madison*