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Abstract

In this microethnograpic study of literature discussions, the author spent 4 weeks in an 11th-grade English class. Data came from classroom observations, audiotaping of discussions, interviews, and written artifacts. Classroom discussions were affected by students'attitudes toward reading, self-perceptions as readers or nonreaders, and home- work completion rates. The quality and quantity of the interactions were also affected by interruptions, prior student and teacher experiences, required textbook use, time con straints due to preparation for the state examination, and setting or context of the discussions. The perception versus practice disjuncture applied both to teacher and students; the schedule left little reflection time. Curriculum changes were planned for the following school year; one goal is increasing student engagement in class discussions. In consonance with the context of the author's inquiry (literature class), she used poetry to represent these results. This article focuses on content and on the author's positive experience with poetic representation.

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"Realism and Naturalism and Dead Dudes" Talking About Literature in 11th-Grade English

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