A Case Study of One Youth’s Stance toward the Discourse of Literary Analysis in a Secondary English Classroom 

References

1. Aukerman M. (2006)  Who’s afraid of the big “bad answer”?. Educational Leadership, 64 (2), 37–41.
   [Google Scholar]
2. Bakhtin M. M. (1981)  The dialogic imagination: Four essays Emerson C. Holquist M. . University of Texas Press.
   [Google Scholar]
3. Beck S. W. (2006)  Subjectivity and inter-subjectivity in the teaching and learning of writing. Research in the Teaching of English, 40 (4), 413–460.
   [Google Scholar]
4. Beck S. W. (2009)  Individual goals and academic literacy: Integrating authenticity and explicitness. English Education, 41 (3), 259–280.
   [Google Scholar]
5. Beck S. W. Jeffery J. V. (2009)  Genre and thinking in academic writing tasks. Journal of Literacy Research, 41 (2), 228–272.
   [Google Scholar]
6. Beerits L. (2016)  Understanding I: The rhetorical variety of self-references in college literature papers. College Composition and Communication, 67 (4), 550–575.
   [Google Scholar]
7. Brookins G. (1988)  Making the honor roll: A Black parent’s perspective on private education. Slaughter D. Johnson D. . Visible now: Blacks in private schools, 12–20. Greenwood.
   [Google Scholar]
8. Carbone P. M. Orellana M. F. (2010)  Developing academic identities: Persuasive writing as a tool to strengthen emergent academic identities. Research in the Teaching of English, 44 (3), 292–316.
   [Google Scholar]
9. Creswell J. W. (2007)  Qualitative inquiry and research design: Choosing among five approaches 2nd Sage.
   [Google Scholar]
10. Delpit L. D. (2006)  Other people’s children: Cultural conflict in the classroom, New Press.
    [Google Scholar]
11. DiPardo A. Storms B. A. Selland M. (2011)  Seeing voices: Assessing writerly stance in the NWP Analytic Writing Continuum. Assessing Writing, 16 (3), 170–188.
    [Google Scholar]
12. Fahnestock J. Secor M. (1991)  The rhetoric of literary criticism. Bazerman C. Paradis J. . Textual dynamics of the professions: Historical and contemporary studies of writing in professional communities, 76–96. University of Wisconsin Press.
    [Google Scholar]
13. Fields S. S. (2017)  Analytical writing and identity development of diverse adolescents in an alternative high school preparatory academy [Unpublished doctoral dissertation], Boston University.
    [Google Scholar]
14. Frankel K. K. (2013)  Revisiting the role of explicit genre instruction in the classroom. Journal of Education, 193 (1), 17–30.
    [Google Scholar]
15. Freedman S. W. Ball A. (2004)  Ideological becoming: Bakhtinian concepts to guide the study of language, literacy, and learning. Ball A. F. Freedman S. W. . Bakhtinian perspectives on language, literacy, and learning, 3, 33 Cambridge University Press.
    [Google Scholar]
16. Gee J. P. (1996)  Social linguistics and literacies: Ideology in discourses. 2nd Taylor & Francis.
    [Google Scholar]
17. Greenhow C. Gleason B. (2012)  Twitteracy: Tweeting as a new literacy practice. The Educational Forum, 76 (4), 464–478.
    [Google Scholar]
18. Harman R. M. Khote N. (2018)  Critical SFL praxis with bilingual youth: Disciplinary instruction in a third space. Critical Inquiry in Language Studies, 15 (1), 63–83.
    [Google Scholar]
19. Ivanicˇ R. (1998)  Writing and identity: The discoursal construction of identity in academic writing, John Benjamins Publishing Company.
    [Google Scholar]
20. Lee C. D. (1995)  A culturally based cognitive apprenticeship: Teaching African American high school students skills in literary interpretation. Reading Research Quarterly, 30 (4), 608–630.
    [Google Scholar]
21. Levine S. (2014)  Making interpretation visible with an affect-based strategy. Reading Research Quarterly 49 3 283–303.
    [Google Scholar]
22. Levine S. Horton W. (2015)  Helping high school students read like experts: Affective evaluation, salience, and literary interpretation. Cognition and Instruction, 33 (2), 125–153.
    [Google Scholar]
23. Lewis W. E. Ferretti R. P. (2011)  Topoi and literary interpretation: The effects of a critical reading and writing intervention on high school students’ analytic literary essays. Contemporary Educational Psychology, 36 (4), 334–354.
    [Google Scholar]
24. Marlatt R. (2018)  Literary analysis using Minecraft: An Asian American youth crafts her literacy identity. Journal of Adolescent & Adult Literacy, 62 (1), 55–66.
    [Google Scholar]
25. Mitchell J. (1984)  Typicality and the case study. Ellen R. F. . Ethnographic research: A guide to general conduct, 237–241. Academic Press.
    [Google Scholar]
26. Patton M. Q. (2002)  Qualitative research and evaluation methods, Sage.
    [Google Scholar]
27. Penrose A. M. Geisler C. (1994)  Reading and writing without authority College Composition and Communication, 45 (4), 505–520.
    [Google Scholar]
28. Prior P. (1995)  Tracing authoritative and internally persuasive discourses: A case study of response, revision, and disciplinary enculturation. Research in the Teaching of English, 29 (3), 288–325.
    [Google Scholar]
29. Rainey E. C. (2017)  Disciplinary literacy in English language arts: Exploring the social and problem-based nature of literary reading and reasoning. Reading Research Quarterly, 52 (1), 53–71.
    [Google Scholar]
30. Roozen K. (2009)  “Fan fic-ing” English studies: A case study exploring the interplay of vernacular literacies and disciplinary engagement. Research in the Teaching of English, 44 (2), 136–169.
    [Google Scholar]
31. Rosenblatt L. M. (2013)  The transactional theory of reading and writing. Alver-mann D. E. Unrau N. J. Ruddell R. B. . Theoretical models and processes of reading 6th 923–956 International Reading Association.
    [Google Scholar]
32. Seidman I. (2006)  Interviewing as qualitative research: A guide for researchers in education and the social sciences, Teachers College Press.
    [Google Scholar]
33. Smagorinsky P. (2008)  The method section as conceptual epicenter in constructing social science research reports. Written Communication, 25 (3), 389–411.
    [Google Scholar]
34. Smith B. E. (2018)  Composing for affect, audience, and identity: Toward a multidimensional understanding of adolescents’ multimodal composing goals and designs. Written Communication, 35 (2), 182–214.
    [Google Scholar]
35. Storm S. Rainey E. C. (2018)  Striving toward woke English teaching and learning. English Journal, 107 (6), 95–101.
    [Google Scholar]
36. Taylor L. (2019)  Discursive stance as a pedagogical tool: Negotiating literate identities in writing conferences. Journal of Early Childhood Literacy Advance online publication https://doi.org/10.1177/1468798419838596
    [Google Scholar]
37. West K. C. (2008)  Weblogs and literary response: Socially situated identities and hybrid social languages in English class blogs. Journal of Adolescent & Adult Literacy, 51 (7), 588–598.
    [Google Scholar]
38. Wilder L. (2002)  “Get comfortable with uncertainty”: A study of the conventional values of literary analysis in an undergraduate literature course. Written Communication, 19 (1), 175–221.
    [Google Scholar]
39. Wilder L. (2005)  “The rhetoric of literary criticism” revisited: Mistaken critics, complex contexts, and social justice. Written Communication, 22 (1), 76–119.
    [Google Scholar]
40. Wilder L. Wolfe J. (2009)  Sharing the tacit rhetorical knowledge of the literary scholar: The effects of making disciplinary conventions explicit in undergraduate writing about literature courses. Research in the Teaching of English, 44 (2), 170–209.
    [Google Scholar]
41. Williamson T. (2019)  Authoring selves in school: Adolescent writing identity. Literacy Research: Theory, Method, and Practice, 68 (1), 250–270.
    [Google Scholar]
42. Yi Y. (2010)  Adolescent multilingual writers’ transitions across in- and out-of-school writing contexts. Journal of Second Language Writing, 19 (1), 17–32.
    [Google Scholar]
43. Yin R. K. (2017)  Case study research and applications: Design and methods, Sage.
    [Google Scholar]