Ms. Hill was aware of the literary scholarship on the short story “Indian Camp,” and its emphasis on the theme of loss of innocence. But this secondary ELA teacher decided to focus her students’ explorations on the theme of dominance. She supplanted authorized literary knowledge (the renderings of literary scholars) with knowledge derived from her students’ concerns for social justice, her own readings of the story which are connected to her history as an African American woman and her experiences (and her knowledge of others’ experiences) of racism. As Ms. Hill orchestrated a text-based discussion of dominance in “Indian Camp,” she framed the social construction of knowledge in terms of claim, warrant, evidence, and counter argument. However, she located those categories not in traditional argumentative structures used in classrooms but in terms of “arguing-to-learn.”

This blog provides a brief overview of a new framework for teaching and learning literature in secondary schools, like what was observed in Ms. Hill’s classroom. This framework is an inquiry-based approach to engage students in communicating and exploring ideas about literature. More information on the practice and research behind this framework are found in two resources featured below that are offered by The Ohio State University Argumentative Writing Project.

​The drafting process can be challenging for students and online instruction may make it even harder for teachers to monitor students’ drafting process. Padlet can help teachers support and monitor students’ process-based writing.