"Focused on teaching and learning argumentative writing in grades 9-12, this book offers a new perspective, a set of principled practices, and case studies of excellent teaching to guide educators in using research-based knowledge to foster thoughtful writing and analytic thinking in high school classrooms. The case studies illustrate teaching and learning argumentative writing as the construction of knowledge and new understandings about experiences, ideas, and texts. Six themes key to teaching argumentative writing as a thoughtful, multi-leveled practice for deep learning and expression are presented. Rather than embracing simplistic notions of effective argumentative writing that are sometimes presented as test-preparation skills, the authors offer analternative to prescriptions and pre-set forms. This book challenges teachers to provide students with deep understanding of rhetorical contexts and ways of addressing the demands of argumentative writing without reducing it to a formula. Teaching and Learning Argumentative Writing in High School is an important contribution to helping teachers, teacher educators, educational researchers, and researchers of writing, composition and literacy know how to build the strategies and knowledge students need to achieve these goals"--
Focused on the teaching and learning argumentative writing in grades 9-12, this important contribution to literacy education research and classroom practice offers a new perspective, a set of principled practices, and case studies of excellent teaching. The case studies illustrate teaching and learning argumentative writing as the construction of knowledge and new understandings about experiences, ideas, and texts. Six themes key to teaching argumentative writing as a thoughtful, multi-leveled practice for deep learning and expression are presented: teaching and learning argumentative writing as social practice, teachers’ epistemological beliefs about argumentative writing, variations in instructional chains, instructional conversations in support of argumentative writing as deep learning and appreciation of multiple perspectives, contextualized analysis of argumentative writing, and the teaching and learning of argumentative writing and the construction of rationalities.
| Acknowledgments |
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ix | |
| Artist's Statement about the Cover |
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xi | |
| Introduction |
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1 | (12) |
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1 Researching the Teaching and Learning of Argumentative Writing as Social Practice |
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13 | (14) |
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2 Epistemologies and Beliefs about the Teaching and Learning of "Good" Argumentative Writing |
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27 | (26) |
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3 Curricular and Instructional Organization: Instructional Chains in the Teaching and Learning of Argumentative Writing |
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53 | (26) |
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4 Instructional Conversations and the Teaching and Learning of Argumentative Writing |
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79 | (36) |
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5 How Instructional Contexts Shape the Structure and Content of Students' Argumentative Writing |
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115 | (24) |
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6 The Teaching and Learning of Argumentative Writing and the (Re)Construction of Rationalities |
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139 | (22) |
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7 Conclusion: From Essay Structures to Social Practices and Rationalities for Argumentation and Argumentative Writing in the High School English Language Arts Classroom |
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161 | (14) |
| Appendix A Methods and Procedures |
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175 | (14) |
| Appendix B Information about the Participating Teachers and Students |
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189 | (8) |
| Appendix C Research Instruments |
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197 | (34) |
| References |
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231 | (10) |
| About the Authors |
|
241 | (2) |
| Index |
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243 | |
George E. Newell is Professor, College of Education and Human Ecology, The Ohio State University, USA.
David Bloome is EHE Distinguished Professor of Teaching and Learning and Director of the Center for Video Ethnography and Discourse Analysis, College of Education and Human Ecology, The Ohio State University, USA.
Alan Hirvela is Professor, College of Education and Human Ecology, The Ohio State University, USA.
Tzu-Jung Lin is Assistant Professor, Department of Educational Studies, The Ohio State University, USA.
Jennifer VanDerHeide is Assistant Professor, Department of Teacher Education, Michigan State University, USA.
Allison Wynhoff Olsen is Assistant Professor, Department of English, Montana State University, USA
Eileen Buescher, Brent Goff, MinYoung Kim, SangHee Ryu, and Larkin Weyand are doctoral students at The Ohio State University, USA.
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