A Course in Argumentative Writing

The daily newspapers and the magazines furnish always abundant supplies of timely material for a class in argumentation . Toward the close of a course , if the students are sufficiently mature , the complete analysis of such popular ...

Author: Gertrude Buck


ISBN: UOM:39015071589686

Category: Debates and debating

Page: 206

View: 851


Argument Writing as a Supplemental Literacy Intervention for At Risk Youth

Using Design Based Research to Develop a Knowledge Building Literacy Course Margaret Sheehy, Donna M. Scanlon. at-risk students could very well be further ignored if, in particular, their extended argument writing—which is difficult to ...

Author: Margaret Sheehy

Publisher: Routledge

ISBN: 9781000471946

Category: Education

Page: 180

View: 858


This volume details the development and initial evaluation of a supplemental literacy course intended to support at-risk high school students in the US. Developed using design based research (DBR), the course combines argument writing and knowledge building literacy routines to support academic literacy development. Acknowledging the demand for US students to meet academic literacy standards that emphasize explanatory and argumentative writing, the text foregrounds knowledge building as key to effective writing development. Chapters trace the development and implementation of course literacy routines designed using DBR and use whole-class and individual case studies to demonstrate how informational reading, discussion, and argument writing become an activity system to support literacy development. Ultimately, the text has important implications for literacy course design, and the use of knowledge building analysis and DBR in research. The text will benefit researchers, academics, and educators in higher education with an interest in academic literacy education, writing and composition, and secondary education more broadly. Those specifically interested in methodologies relating to classroom teaching and learning as well as argumentation and argument writing will also benefit from this book.

Argumentative Writing in a Second Language

ance when completing tasks which require higher-order thinking skills, such as argumentative writing. Writing instructors can design class discussions (in pairs or groups) and also reflective writing tasks with prompts intended to ...


Publisher: University of Michigan Press

ISBN: 9780472038671


Page: 278

View: 345


Argumentative Writing in a Second Language is a collection on teaching argumentative writing, offering multiple vantage points drawn from the contributors' own experiences. The value of argumentative writing cannot be overstated and yet, very little attention is spent on training teachers how to teach it. Additionally, the term argumentative is often confused with "persuasive" and other terms that add to students' confusion as to what type of writing they are supposed to do. The volume distinguishes between "learning to argue" and "arguing to learn" theories and practices. Part I of the volume is discussion-oriented while Part II shares classroom-based research on practices that account for L2 writers' characteristics and specific needs. Included are chapters on online teacher resources, assessment of argumentative writing, specific challenges for Chinese writers, source-based writing, and approaches for learner autonomy.

Teaching and Learning Argumentative Writing in High School English Language Arts Classrooms

analytic-argumentative essays based on a critical reading of canonical literary works, including interpreting those texts and evaluating ... When asked about the central concern of his Advanced Placement Language and Composition course, ...

Author: George E. Newell

Publisher: Routledge

ISBN: 9781317702672

Category: Language Arts & Disciplines

Page: 246

View: 915


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.

Transforming Talk into Text Argument Writing Inquiry and Discussion Grades 6 12

Mr. Minton intended that the class discussions, in their many forms, would prepare students for writing an argument for a course of action that would both secure safety and protect privacy. Many sources (Applebee & Langer, 2013; ...

Author: Thomas M. McCann

Publisher: Teachers College Press

ISBN: 9780807773314

Category: Education

Page: 157

View: 182


Author Thomas McCann invites readers to rethink their approach to teaching writing by capitalizing on students’ instinctive desire to talk. Drawing on extensive classroom research, he shows teachers how to craft class discussions that build students’ skills of analysis, problem-solving, and argumentation as a means of improving student writing. McCann demonstrates how authentic discussions immerse learners in practices that become important when they write. Chapters feature portraits of teachers at work, including transcripts that reveal patterns of talk across a set of lessons. Interviews with the teachers and samples of student writing afford readers a deeper understanding of process. Students also report on how classroom discussions supported their effort to produce persuasive, argument-driven essays. Book Features: A focus on “the thinking behind the practice,” as opposed to a collection of lesson ideas. Connections to important elements from the Common Core State Standards, especially arguments writing. Examples of students at work with examples of the writing that emerges from their discussions. Portraits of skilled teachers as they promote inquiry and sequence and facilitate discussions. Appendices with problem-based scenarios, interview questions for students and teachers, samples of debatable cases in the news, and more. “In this important book, Tom McCann has given us not only the admonition to change, but the details about what effective change must be and what it looks like, evidence that it works effectively, and details about how to bring it to pass.” —From the Foreword by George Hillocks, Jr., Professor Emeritus, Department of English, University of Chicago. “For a professional book to have an impact on the field, it needs to address a perceived need. Writing arguments for Common Core performance assessments is a HUGE need right now that this book helps address.” —Carol Jago, associate director, California Reading and Literature Project, UCLA.

Policy Development in TESOL and Multilingualism

At IU, the Argumentative Writing course was designed to enhance “the students' skills in writing argumentative essays in the academic context.” The approach to teach the course was a process approach. This approach can be seen from the ...

Author: Kashif Raza

Publisher: Springer Nature

ISBN: 9789811636035

Category: Language Arts & Disciplines

Page: 300

View: 524


The book is of interest to scholars of multilingualism, language teachers, researchers, and administrators who are developing policies on teaching English and promoting multilingualism. Given its scope, this edited collection provides an overview of how multilingualism is transforming the practice of Teaching English to Speakers of Other Languages (TESOL) in diverse contexts around the world. It serves as a platform for discussions related to policy enactment where TESOL and multilingualism are viewed as collaborative endeavours and approaches the topic from three different angles. The first section of the book provides critical examinations of previous initiatives and accomplishments in the area of language policy development and implementation. The second section describes current projects and initiatives intended to expand and strengthen the field of TESOL while providing space for local and indigenous languages to develop. The third and last part of the book highlights policy development areas that need special consideration in order to develop a form of TESOL that builds on and contributes to multilingualism.

The Purposeful Argument A Practical Guide

Since our department first offered a course in argumentative writing in 1998, teachers at our community college have expressed frustration with the range of textbooks available for the course. This second edition of The Purposeful ...

Author: Harry Phillips

Publisher: Cengage Learning

ISBN: 9781285974446

Category: Education

Page: 624

View: 507


Emphasizing the practical and the local, THE PURPOSEFUL ARGUMENT: A PRACTICAL GUIDE, 2E effectively brings argument into real life with community-based writing activities, illustrating that the tools and skills of argument are critical to success now-and well beyond. With a focus on accessibility, the text encourages students to argue in response to issues in a variety of environments-school, workplace, family, neighborhood, social-cultural, consumer, and concerned citizen-and learn how argument can become an essential negotiating skill in everyday life. It offers thorough treatments of Toulmin-based and Rogerian approaches to argument as well as teaches the value of fully understanding the opposition, the importance of aiming for the middle ground, and how to use a microhistory to forge an unconventional position. The only introduction to argument written with the today's diverse student body in mind, THE PURPOSEFUL ARGUMENT uses vivid explanations, detailed examples, and practical exercises to guide students step by step through the process of building an effective argument. In addition, a rich anthology of arguments covers a wide range of today's leading issues. Important Notice: Media content referenced within the product description or the product text may not be available in the ebook version.

Conversational Rhetoric

A Course in Argumentative Writing, also published by Buck in 1899, similarly adapts empiricist rhetoric to persuasive writing, emphasizing psychology and privileging the inductive method (iii) and the student's “own first-hand ...

Author: Jane Donawerth

Publisher: SIU Press

ISBN: 9780809330270

Category: Language Arts & Disciplines

Page: 205

View: 242


"Much of the scholarly exchange regarding the history of women in rhetoric has emphasized women's rhetorical practices rather than women's rhetorical theory. In Conversational Rhetoric: The Rise and Fall of a Women's Tradition, 1600-1900, Jane Donawerth traces the historical development of rhetorical theory by women for women and argues that women constructed a theory of rhetoric based on conversation, not public speaking, as a model for all discourse. Using the works of English and American women (and one much-translated French woman) in alternative genres such as humanist treatises and dialogues, conduct books, defenses of women's preaching, and elocution handbooks, Donawerth demonstrates how these women cultivated theories of rhetoric centered on conversation that faded once women began writing composition textbooks for mixed-gender audiences in the latter part of the nineteenth century. Conversational Rhetoric recovers and elucidates the importance of the theories in dialogues and defenses of women's education by Bathsua Makin, Mary Astell, and Madeleine de Scudéry; in conduct books by Hannah More, Lydia Sigourney, and Eliza Farrar; in defenses of women's preaching by Ellen Stewart, Lucretia Mott, Catherine Booth, and Frances Willard; and in elocution handbooks by Anna Morgan, Hallie Quinn Brown, Genevieve Stebbins, and Emily Bishop. In each genre, Donawerth explores facets of women's rhetorical theory, such as the recognition of the gendered nature of communication in conduct books, the incorporation of the language of women's rights in the defenses of women's preaching, and the adaptation of sentimental culture to the cultivation of women's bodies as tools of communication in elocution books. Rather than taking a strictly linear historical approach, Conversational Rhetoric follows women's rhetorical theory as it starts, stops, and starts over again. It covers a broad range of women's rhetorical theory in the Anglo-American world and places those theories in their social, rhetorical, and gendered historical contexts. This study adds women's rhetorical theory to the rhetorical tradition, advances our understanding of women's theories and their use of rhetoric, and offers a paradigm for analyzing the differences between men's and women's rhetoric from 1600 to 1900"--Jacket.

Argument Writing Teacher Guide Grades 9 12

Over the course of this unit, students learn how to write formal arguments by working collaboratively with their peers to examine argument models, plan for their writing, and gather evidence. Students will practice writing independently ...

Author: PCG Education

Publisher: John Wiley & Sons

ISBN: 9781119229575

Category: Education

Page: 304

View: 607


Argument Writing Paths to College and Career Jossey-Bass and Public Consulting Group, Inc. (PCG) are proud to bring the Paths to College and Career English Language Arts (ELA) curriculum and professional development resources for grades 6 12 to educators across the country. Originally developed for EngageNY and written with a focus on the shifts in instructional practice and student experiences the standards require, Paths to College and Career includes daily lesson plans, guiding questions, recommended texts, scaffolding strategies and other classroom resources. The Paths Writing Units, Argument Writing, Informative Writing, and Narrative Writing, complement the full instructional program and can also be used independently, providing in-depth writing instruction to support all students in grades 9 12 in meeting grade level standards. To emphasize the relationship between reading and writing, each Writing Unit includes accessible model texts that exemplify key elements of each text type, and source texts that provide a topic for the unit writing assignment. Individual lessons guide students through the writing process, providing instruction on grammar and conventions and highlighting collaboration and reflection as key elements of effective writing. Students' final essays are assessed using a checklist developed by the class over the course of the unit. The organization and distinctive content of the model and source texts in each unit afford teachers the flexibility to implement each unit independently of the others, and at any point during the curriculum. For example, a unit may be implemented to assess students' writing prior to implementation of the standard curriculum, to scaffold writing instruction leading into a writing assessment, or to support struggling writers by addressing gaps in skills as demonstrated in previous assessments. The Paths Writing Units provide teachers with invaluable opportunities to engage students as active participants in their own learning at every stage of the writing process, and to customize instruction to meet the varying needs of all students. ABOUT PUBLIC CONSULTING GROUP Public Consulting Group, works with schools, districts, and state education agencies to build their capacity for instructional and programmatic improvements. We provide curriculum development, coaching, professional development, and technical assistance services. Our work alongside educators and policy makers ensures effective implementation of both the Common Core State Standards and state-specific standards for college and career readiness. As the creators of the Paths ELA curriculum for grades 6 12, Public Consulting Group provides a professional learning program that ensures the success of the curriculum. The program includes: Nationally recognized professional development from an organization that has been immersed in the new standards since their inception. Blended learning experiences for teachers and leaders that enrich and extend the learning. A train-the-trainer program that builds capacity and provides resources and individual support for embedded leaders and coaches.