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OverviewFocused 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. Full Product DetailsAuthor: George Newell , David Bloome , Alan HirvelaPublisher: Taylor & Francis Ltd Imprint: Routledge Dimensions: Width: 15.20cm , Height: 1.50cm , Length: 22.90cm Weight: 0.362kg ISBN: 9781138017436ISBN 10: 1138017434 Pages: 246 Publication Date: 23 June 2015 Audience: College/higher education , General/trade , Tertiary & Higher Education , General Format: Paperback Publisher's Status: Active Availability: In Print  This item will be ordered in for you from one of our suppliers. Upon receipt, we will promptly dispatch it out to you. For in store availability, please contact us. Table of Contents"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"ReviewsAuthor InformationGeorge 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. Tab Content 6Author Website:Countries AvailableAll regions |
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