Adaptive Expertise in the Teaching and Learning of Literary Argumentation in High School English Language Arts Classrooms 1

Newell, George E.; Goff, Brent G.; Buescher, Eileen; Weyand, Larkin; Thanos, Theresa; Kwak, Subeom

doi:10.4324/9781315465616-13

Cited by 5 publications

(6 citation statements)

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Section: Orcid Idmentioning

confidence: 99%

“… 7 For studies focusing on different sites, levels of human and time scale, and phenomena of interest from a common logic of inquiry, see Castanheira et al (2000), Rex (2006), Carter (2007), Newell et al (2017), Bloome et al (2019), and Kelly and Green (2019). For explorations of the theories guiding ethnographies across national borders in Latin America, see Anderson-Levitt and Rockwell (2017). …”

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confidence: 99%

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Studying the Over-Time Construction of Knowledge in Educational Settings: A Microethnographic Discourse Analysis Approach

Green

Baker

Chian

et al. 2020

Review of Research in Education

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This review presents theoretical underpinnings supporting microethnographic-discourse analytic (ME/DA) approaches to studying educational phenomena. The review is presented in two parts. Part 1 provides an analytic review of two seminal reviews of literature that frame theoretical and methodological developments of microethnography and functions language in classrooms with diverse learners. Part 2 presents two telling case studies that illustrate the logic-of-inquiry of (ME/DA) approaches. These telling case studies make transparent how theoretical considerations of cultural perspectives on education inform decisions regarding research methodology. Telling Case Study 1 makes transparent the logic-of-inquiry undertaken to illustrate how microanalyses of discourse and action among participants in a physics class provided an empirical grounding for identifying how different groups undertook a common task. This case study shows how ethnographically informed discourse analyses formed a foundation to theoretically identify social processes of knowledge construction. Telling Case Study 2 makes transparent multiple levels of analysis undertaken to examine ways that creative processes of interpretation of art were communicated and taken up in an art studio class across multiple cycles of activity. Taken together, these telling case studies provide evidence of how ME/DA provides a theoretically grounded logic-of-inquiry for investigating complex learning processes in different educational contexts.

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Section: Orcid Idmentioning

confidence: 99%

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confidence: 99%

Studying the Over-Time Construction of Knowledge in Educational Settings: A Microethnographic Discourse Analysis Approach

Green

Baker

Chian

et al. 2020

Review of Research in Education

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“…Hillocks (2011) contends that “argument is at the heart of critical thinking and academic discourse” (p. xvii). Clearly, argumentation is an important skill, but it is also a complicated one, and the teaching of argument is often limited (Newell et al, 2017). Previous research indicates that argumentation, particularly in content areas such as science and social studies, can enable deep thinking about topics (Monte-Sano & De La Paz, 2012; Washburn & Cavagnetto, 2013; Wissinger & De La Paz, 2016).…”

Section: Argument In the Classroommentioning

confidence: 99%

It’s Not About Being Right: Developing Argument Through Debate

Malloy

Tracy

Scales

et al. 2020

Journal of Literacy Research

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This research sought to develop argument as a problem-solving process by adding debate to social studies instruction with three groups of fifth-grade students. This design-based research (DBR) reports on the ways that instruction was refined across three topical units to develop argumentative agency and a critical participatory literacy. Students addressed current issues extended from historical events and engaged in issues collaboratively through debates, then individually in their writing. DBR approaches afforded a description of the factors that enhanced and inhibited argument development across the debate cycles and chronicled the modifications that were put in place to refine the instruction. A retrospective analysis led to pedagogical assertions that illuminate what was learned about the interrelationship of oral and written argument and the instructional refinements that were required to support arguments as a means of solving problems.

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“…Such gateway activities concern students with more than structure. By creating a rhetorical context that mirrors so-called real-world applications of argument, students, in one sense, construct a localized context imbued with practices rooted in the teacher’s epistemological stance toward argumentation (Newell, Bloome, & AWP, 2017). Teachers provide scenarios that require students’ arguments to be both situation- and audience-specific while also being cognizant of warrants for both the generation of and response to counterarguments.…”

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confidence: 99%

“…Second, it can help construct new knowledge and perspectives (Ghiso, 2015). Moreover, the teaching of argumentative writing requires development of adaptive expertise (Athanases, Bennett, & Wahleithner, 2015) in related pedagogical strategies for teaching students from a range of academic experiences and backgrounds (Newell, Goff, et al, 2017).…”

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confidence: 99%

The Social Construction of Warranting Evidence in Two Classrooms

Weyand

Goff

Newell

2018

Journal of Literacy Research

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This study examines how instructional conversations revealed the ways two teachers' argumentative epistemologies (ideational and social process) shaped literacy events focused on the warranting of evidence. A microethnographic study of the literacy events within each teacher's respective instructional unit revealed that each teacher's epistemology shaped how students were asked to consider differing sources, relevancy, and sufficiency for warranting evidence within the context of writing extended argumentative essays. Events within an ideational epistemology required students to generate warrants as ideas to be applied to arguments in on-demand writing situations. Within a social process epistemology, students constructed warrants as a social practice appropriate for a specific rhetorical context. Each teacher supported his or her students in developing differing understandings of the nature of warranting. These findings highlight the importance of analyzing the teaching and learning of argumentative writing not only as written products of instruction but as a socialization into argumentative writing practices. Keywords writing, discourse/discourse analysis, teacher beliefs, English education We live in an era of Common Core State Standards (Council of Chief State School Officers, 2010). "Critical thinking" and the ability to compose high-quality arguments (and their claims, warrants, and evidence) are essential skills for the academic success of high school students (

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Adaptive Expertise in the Teaching and Learning of Literary Argumentation in High School English Language Arts Classrooms 1

Cited by 5 publications

References 1 publication

Studying the Over-Time Construction of Knowledge in Educational Settings: A Microethnographic Discourse Analysis Approach

Studying the Over-Time Construction of Knowledge in Educational Settings: A Microethnographic Discourse Analysis Approach

It’s Not About Being Right: Developing Argument Through Debate

The Social Construction of Warranting Evidence in Two Classrooms

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