[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-600942-105":59,"doc-detail-600942-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","emergence-and-development-of-a-dialogic-whole-class-discussion-genre","Emergence and Development of a Dialogic Whole-class Discussion Genre","","Prior research across disciplines highlights the value of dialogic, whole-class discussions, often defined against recitation’s IRE/F triadic pattern. Yet scholarship suggests these categories are flexible, depending on context and interaction types. This article analyzes classroom discourse from five lesson excerpts produced by a prospective teacher and students in a US secondary History class from October to March, showing how recitation-style activity patterns renegotiate over time and may contribute to an emergent genre.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/emergence-and-development-of-a-dialogic-whole-class-discussion-genre/600942/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/emergence-and-development-of-a-dialogic-whole-class-discussion-genre/600942.png","ImageObject",300,407,{"name":92,"@type":93},"mieayamfan","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What central question does the article address about whole-class discussion genres?","Question",{"text":112,"@type":113},"It asks how types of dialogic, whole-class discussion emerge and develop over time, beyond static definitions that contrast them with recitation.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How is the recitation pattern described in relation to IRE/F?",{"text":117,"@type":113},"Recitation is characterized by a teacher initiating a question, a student responding, and the teacher evaluating or following up on the response (IRE/F).",{"name":119,"@type":110,"acceptedAnswer":120},"What does the analysis of the five lesson excerpts show?",{"text":121,"@type":113},"Across the excerpts, teacher and students repeatedly renegotiated a recitation-style activity using similar language patterns, leading to varying degrees of success in generating dialogic, whole-class discussion, with even failed attempts contributing to genre development.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},600942,1792166603,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090893677,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","ISSN: 2325-3290 (online)  \nEmergence and Development of a Dialogic Whole-class Discussion Genre  \nMichael B. Sherry  \nUniversity of South Florida  \nAbstract  \nPrior research across disciplines has established the value of dialogic, whole-class discussions. Previous studies have often defined discussions in opposition to the notorious triadic pattern called recitation, or IRE/F, focusing on variations to the teacher’s initiating question orevaluative follow-up on students’ responses. Recent scholarship has also identified variations on recitations and dialogic discussions that suggest these categories might be flexible, containing types of interaction associated with particular contexts. However, research remains to be done on how such types, or genres, of dialogic, whole-class discussion emerge and develop over time. In this article, I take up this line of inquiry, analyzing the classroom discourse of five lesson excerpts generated by a prospective teacher and his students in a US secondary History classroom between October and March. I illustrate how, over time, teacher and students repeatedly renegotiated the nature of a recitation-style textbook review activity using similar patterns of language that suggested an emergent discourse genre. These five interactions did not all lead to dialogic, whole-class discussions; I explain their relative success or failure in terms of how they constructed participants’ relationships to historical and classroom events. I argue that even failed attempts at generating dialogic discourse may be part ofa developing genre.  \nMichael B. Sherry is Assistant Professor of English Education at the University of South Florida. His research addresses teacher response to students in whole-class discussions and in writing, particularly those types of response that promote participation from marginalized students. His writing has appeared in journals like Research in the Teaching of English, American Educational Research Journal, English Education, and Linguistics and Education.  \n􀀡􀀡􀀢  \nIntroduction  \nEducation researchers agree on the value of whole-class discussions in which students develop and refine their ideas in relation to what others have already written or said. Such “dialogic”(Bakhtin, 1981) , whole-class discussions can help students learn to consider multiple interpretations, and even to disagree, and can shape students’ notions of themselves and their learning in ways that prepare them for participation in a literate, democratic society (e.g. , Alexander, 2006; Matusov, Soslau, Marjanovic-Shane, & von Duyke, 2016) . Moreover, dialogic, whole-class discussions, according to several national studies, have been associated with student literacy achievement (e.g. , Applebee, Langer, Nystrand, & Gamoran, 2003; Cambridge Primary Review Trust, 2017) .  \nDialogic Pedagogy: An International Online Journal | [https://dpj.pitt.edu](https://dpj.pitt.edu)  \nDOI: 10.5195/dpj.2019.256 | Vol. 7 (2019) A27  \nEmergence and Development of a Dialogic Whole-class Discussion Genre  \nMichael B. Sherry  \nResearchers across disciplines who study dialogic, whole-class discussions have often contrasted them with the classroom discourse pattern commonly called recitation, in which the teacher initiates a question, a student responds, and the teacher evaluates or “follows-up” on the student’s response; this recurring triad is often abbreviated as IRE/F (e.g. , Cazden, 1986; Mehan, 1979; G. Wells, 1999) . The IRE/F pattern, perhaps because of its persistence over time (e.g. , Hoetker & Albrand, 1969) and its prevalence across disciplines (e.g. , Lawrence & Crespo, 2016) , has been called “a sort of genre” (Lemke, 1990) and“the dominant discourse genre” found in teaching (G. Wells, 1993) . However, researchers have identified variations on the IRE/F pattern (e.g. , Mortimer & Scott, 2003; Rees & Roth, 2017) that suggest it is not areified, stable category. Likewise, though much prior research on “dialogic,” whole-class d","cbCaipUrjzUWtrr4","https://ap.wps.com/l/cbCaipUrjzUWtrr4","pdf",874677,31,"English","# Introduction\n## Dialogic Pedagogy: An International Online Journal\n# IRE/F vs. Dialogic Discussion\n## Literature review","[{\"question\":\"What central question does the article address about whole-class discussion genres?\",\"answer\":\"It asks how types of dialogic, whole-class discussion emerge and develop over time, beyond static definitions that contrast them with recitation.\"},{\"question\":\"How is the recitation pattern described in relation to IRE/F?\",\"answer\":\"Recitation is characterized by a teacher initiating a question, a student responding, and the teacher evaluating or following up on the response (IRE/F).\"},{\"question\":\"What does the analysis of the five lesson excerpts show?\",\"answer\":\"Across the excerpts, teacher and students repeatedly renegotiated a recitation-style activity using similar language patterns, leading to varying degrees of success in generating dialogic, whole-class discussion, with even failed attempts contributing to genre development.\"}]","Emergence and Development of a Dialogic Whole-class Discussion Genre | PDF",1792091677,78]