This book offers a new perspective on argumentative writing in grades 9-12, 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.
This book offers a new perspective on argumentative writing in grades 9-12, 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.
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.
Inhaltsangabe
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
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
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