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

Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Curricula, Language Arts, Literacy, Teaching, Teaching Methods
Cover of the book Teaching and Learning Argumentative Writing in High School English Language Arts Classrooms by George E. Newell, David Bloome, Alan Hirvela, Taylor and Francis
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Author: George E. Newell, David Bloome, Alan Hirvela ISBN: 9781317702665
Publisher: Taylor and Francis Publication: June 5, 2015
Imprint: Routledge Language: English
Author: George E. Newell, David Bloome, Alan Hirvela
ISBN: 9781317702665
Publisher: Taylor and Francis
Publication: June 5, 2015
Imprint: Routledge
Language: English

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.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

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.

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