1st Edition

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

    258 Pages 28 B/W Illustrations
    by Routledge

    258 Pages 28 B/W Illustrations
    by Routledge

    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.

    Acknowledgements

    Artist’s Statement About the Cover

    Introduction

    Chapter 1: Researching the Teaching and Learning of Argumentative Writing as Social Practice

    Chapter 2: Epistemologies And Beliefs About The Teaching And Learning of "Good"Argumentative Writing

    Chapter 3: Curricular and Instructional Organization : Instructional Chains in the Teaching and Learning of Argumentative Writing

    Chapter 4: Instructional Conversations and the Teaching and Learning of Argumentative Writing

    Chapter 5: How Instructional Contexts Shape the Structure and Content of Students’ Argumentative Writing

    Chapter 6: The Teaching And Learning Of Argumentative Writing And The (Re)Construction Of Rationalities

    Chapter 7: Conclusion: From Essay Structures To Social Practices And Rationalities For Argumentation And Argumentative Writing In The High School English Language Arts Classroom

    Appendices

    Appendix A: Methods and Procedures

    Appendix B: Information About the Participating Teachers and Students

    Appendix C: Research Instruments

    About the Authors

    Biography

    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.

    "A major contribution to composition research based on extensive analysis of students’ argumentative writing in a range of different classes over two years informed by a social practices learning perspective. This book highlights the importance of teachers’ epistemological stances on writing, the construction of purposeful rhetorical contexts, and students’ writing development over time based on building on their previous writing experiences."

    Richard Beach, Professor Emeritus in Literacy Education, University of Minnesota, USA