Matt Seymour is a Doctoral Candidate at The Ohio State University, USA. He is a former high school English language arts teacher. Theresa Thanos is a Doctoral Candidate at The Ohio State University, USA. She is a former middle school and high school English language arts teacher.George E. Newell is Professor of Teaching and Learning at The Ohio State University, USA, and Principal Investigator of The Ohio State University Argumentative Writing Project.David Bloome is the EHE Distinguished Professor of Teaching and Learning and Director of the Center for Video Ethnography and Discourse Analysis at The Ohio State University, USA.

• Chapter 1 - Introduction Section I. Foundations for Teaching Dialogic Literary Argumentation: Learning to Argue Chapter 2 – What is Dialogic Literary Argumentation? Chapter 3 – Reading and Writing Literature are Social and DialogicChapter 4 – Classroom Conversations to Promote the Principles of Dialogic Literary Argumentation and to Establish a Shared Language for Engaging Literature Chapter 5 – Establishing a Dialogic Rationality Section II. Embracing Complexity: Arguing to Learn Chapter 6 – Argumentation as Inquiry and Learning Chapter 7 – Dialogic Literary Argumentation as Exploration of the Human Condition Chapter 8 – Creating a Classroom Environment that Encourages Learning to take Risks with Dialogic Literary Argumentation Chapter 9 – Conceptualizing Dialogic Literary Argumentation across the Academic Year Section III Assessing Student Work and Engagement with Dialogic Literary Argumentation Chapter 10 – Assessing Students’ Judgement and Insight with Dialogic Literary Argumentation Over Time Chapter 11 – Providing Feedback on Students’ Written Dialogic Literary Arguments

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Matt Seymour is a Doctoral Candidate at The Ohio State University, USA. He is a former high school English language arts teacher. Theresa Thanos is a Doctoral Candidate at The Ohio State University, USA. She is a former middle school and high school English language arts teacher.George E. Newell is Professor of Teaching and Learning at The Ohio State University, USA, and Principal Investigator of The Ohio State University Argumentative Writing Project.David Bloome is the EHE Distinguished Professor of Teaching and Learning and Director of the Center for Video Ethnography and Discourse Analysis at The Ohio State University, USA.

• Chapter 1 - Introduction Section I. Foundations for Teaching Dialogic Literary Argumentation: Learning to Argue Chapter 2 – What is Dialogic Literary Argumentation? Chapter 3 – Reading and Writing Literature are Social and DialogicChapter 4 – Classroom Conversations to Promote the Principles of Dialogic Literary Argumentation and to Establish a Shared Language for Engaging Literature Chapter 5 – Establishing a Dialogic Rationality Section II. Embracing Complexity: Arguing to Learn Chapter 6 – Argumentation as Inquiry and Learning Chapter 7 – Dialogic Literary Argumentation as Exploration of the Human Condition Chapter 8 – Creating a Classroom Environment that Encourages Learning to take Risks with Dialogic Literary Argumentation Chapter 9 – Conceptualizing Dialogic Literary Argumentation across the Academic Year Section III Assessing Student Work and Engagement with Dialogic Literary Argumentation Chapter 10 – Assessing Students’ Judgement and Insight with Dialogic Literary Argumentation Over Time Chapter 11 – Providing Feedback on Students’ Written Dialogic Literary Arguments

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Matt Seymour is a Doctoral Candidate at The Ohio State University, USA. He is a former high school English language arts teacher. Theresa Thanos is a Doctoral Candidate at The Ohio State University, USA. She is a former middle school and high school English language arts teacher.George E. Newell is Professor of Teaching and Learning at The Ohio State University, USA, and Principal Investigator of The Ohio State University Argumentative Writing Project.David Bloome is the EHE Distinguished Professor of Teaching and Learning and Director of the Center for Video Ethnography and Discourse Analysis at The Ohio State University, USA.

• Chapter 1 - Introduction Section I. Foundations for Teaching Dialogic Literary Argumentation: Learning to Argue Chapter 2 – What is Dialogic Literary Argumentation? Chapter 3 – Reading and Writing Literature are Social and DialogicChapter 4 – Classroom Conversations to Promote the Principles of Dialogic Literary Argumentation and to Establish a Shared Language for Engaging Literature Chapter 5 – Establishing a Dialogic Rationality Section II. Embracing Complexity: Arguing to Learn Chapter 6 – Argumentation as Inquiry and Learning Chapter 7 – Dialogic Literary Argumentation as Exploration of the Human Condition Chapter 8 – Creating a Classroom Environment that Encourages Learning to take Risks with Dialogic Literary Argumentation Chapter 9 – Conceptualizing Dialogic Literary Argumentation across the Academic Year Section III Assessing Student Work and Engagement with Dialogic Literary Argumentation Chapter 10 – Assessing Students’ Judgement and Insight with Dialogic Literary Argumentation Over Time Chapter 11 – Providing Feedback on Students’ Written Dialogic Literary Arguments

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