Academic discourse
Although the ability to read, write, and discuss the content of the reading is all part of academic literacy, the ability to present ideas orally deserves attention because of its importance to students for lifelong success in higher education and careers. Researcher Mike Schmoker calls good academic discourse "argumentative literacy—the soul of education."1 As such, academic discourse is critical to rigor. When students can discuss what they read, think critically, and defend their positions, teachers get a clear picture of how well students understand and apply the knowledge. In addition, students cement their learning by articulating it and having a dialogue with their peers about their ideas.
The English-language arts standards for listening and speaking reinforce the importance of rigorous academic discourse. At the middle school level, students employ rhetorical strategies to deliver focused, coherent presentations that convey ideas clearly. In addition, students evaluate oral presentations and media communications.
Related Links
- Academic Literacy: A Statement of Competencies Expected of Students Entering California’s Public Colleges and Universities (PDF; Outside Source), Intersegmental Committee of the Academic Senates of the California Community Colleges, the California State University, and the University of California, Spring 2002.
- Adolescents and Literacy: Reading for the 21st Century (PDF; Outside Source), Washington, D.C.: Alliance for Excellent Education, November 2003.
- How to Know a Good Adolescent Literacy Program When You See One: Quality Criteria to Consider (PDF; Outside Source), Alliance for Excellent Education, Issue Brief, May 2004.
- Reading for Understanding: A Guide to Improving Reading in Middle and High School Classrooms (Outside Source), Ruth Schoenbach and others, WestEd, 2000.
- The California Reading Initiative and Special Education in California—Critical Ideas Focusing on Meaningful Reform (PDF; Outside Source), California Special Education Reading Task Force, California Department of Education and California State Board of Education, 1999.
- Writing Next: Effective Strategies to Improve Writing of Adolescents in Middle and High School (PDF; Outside Source), Steve Graham and Delores Perin. Washington, D.C.: Alliance for Excellent Education, 2007.
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Footnote
1Mike Schmoker, Results Now: How We Can Achieve Unprecedented Improvements in Teaching and Learning. Alexandria, Va.: Association for Supervision and Curriculum Development, 2006, 68.
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