As teachers experiment with the many related types of response-centered approaches (including whole language and literature-based instruction), many are uncertain about the place of instruction in these paradigms and their role in it. For pedagogical purposes, it is unproductive to conceptualize the teaching and learning of reasoning in general…

Discusses classroom situations that foster superficial discussion of literature and suggests that teachers focus on what students write rather than how, in order to encourage open exchange of ideas. (HTH)