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

Newell, George E.; Bloome, David; Hirvela, Alan

doi:10.4324/9781315780498

Cited by 53 publications

(46 citation statements)

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“…This study falls within the range reported in several previous studies on writing approaches reflected in writing instructions, assignments, and other materials (Newell, Beach, Smith, & VanDerHeide, 2011;Newell, VanDerHeide, & Olsen, 2014;Newell, Bloome, & Hirvela, 2015). According to Nystrand (2006), from 1900 to the 1970s, a great deal of previous research into writing has focused on the textual features of exemplary written texts.…”

Section: Theoretical Frameworksupporting

confidence: 50%

“…Social practice is not a sole behavior isolated from context. A classroom, of course, has its own shared way of approaching social relationships and constructions during teaching and learning (Newell et al, 2015). "Sociocultural perspective" has a broader view than social practice in that this view would consider various factors beyond the place where writing occurs.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

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Approaches Reflected in Academic Writing MOOCs

Kwak

2017

IRRODL

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Since it was first introduced in 2008, Massive Open Online Courses (MOOCs) have been attracting a lot of interest. Since then, MOOCs have emerged as powerful platforms for teaching and learning academic writing. However, there has been no detailed investigation of academic writing MOOCs. As a result, much uncertainty still exists about the differences of writing MOOCs compared with traditional types of writing instruction in the classroom. Drawing on historical emphases in writing instruction, five approaches are illustrated: skills, creative writing, process, social practice, and a socio-cultural perspective. This study uses data from six academic writing MOOCs to examine what approaches are revealed within their writing instructions. Focusing on a group of six academic writing MOOCs at college level, attributes and features of writing MOOCs were explored by analyzing syllabi, video lectures, and assignments. Overall, the study found that these academic writing MOOCs stick to a traditional model of teaching writing, "writing as skills." These findings suggest that instructors who teach academic writing through online platforms showed that their immediate concerns were not a social practice or socio-cultural context. Rather, teaching and learning of grammatical accuracy and surface features of texts at college level appear to be best purpose of academic writing MOOCs.

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Section: Theoretical Frameworksupporting

confidence: 50%

Section: Theoretical Frameworkmentioning

confidence: 99%

Approaches Reflected in Academic Writing MOOCs

Kwak

2017

IRRODL

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“…The Common Core assumes that readers will understand both the difference between clear and logical and how logical is a progression from clear. This language suggests that logic is the pinnacle in argumentative writing; however, we find a monolithic understanding of logic as related to rationality (Newell, Bloome, & Hirvela, 2015). People's emotions and experiences matter and are their own form of logic (Gilligan, 1982).…”

Section: Feature Articlementioning

confidence: 92%

Where's the Rhetoric?

Rives¹,

Olsen²

2015

J Adolescent & Adult Lit

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At the university level, rhetoric dominates conversations surrounding writing pedagogy, yet preservice English language arts teachers are not typically instructed to teach rhetorically. Although the stated exigence of the Common Core State Standards is to prepare students to be college and career ready, this analysis suggests misalignment. This research analyzed how rhetoric is used in the Common Core and how the Standards indicate what is necessary for writing in college. Findings indicate that rhetoric is used implicitly rather than explicitly and as a tool rather than a theory. The Common Core also promotes a progression of prescriptive writing tasks, a language of power, and a preference for logic over emotion. Rather than promote readiness, the Standards perpetuate the gap between secondary and postsecondary writing experiences.

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“…It was piloted by professors specialized in assessment, discourse, and argumentative writing before it was used in the study. It was also constructed based on reviewing literature related to assessment, metadiscoursal features and argumentative writing (Hyland, , ; Hyland & Tse, ; Newell, Bloome, & Hirvela, ; Zhao, ). The amendments and recommendations proposed by the professors were considered in the final version of the rubric.…”

Section: Instrumentsmentioning

confidence: 99%

Teaching and Assessing Metadiscoursal Features in Argumentative Writing: A Professional Development Training for EFL Teachers

Abdelrahim¹,

Abdelrahim

2019

Int J App Linguistics

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Metadiscoursal features are important in teaching and assessing argumentative writing. However, when analyzing some samples of students' writing at tertiary level, it is observed that there is a lack of many metadiscoursal features in students' argumentative writing. For this reason, the current study investigated the impact of the professional development training on teaching and assessing metadiscoursal features in argumentative writing. Using multiple rigorous instruments, the researchers tested the efficacy of the professional development training in teaching and assessing metadiscoursal features. The results showed that the professional development training developed teachers' knowledge, teaching performance, assessment of metadiscoursal features in argumentative writing, and improved students' argumentative writing. Findings highlight the metadiscoursal features relevant for designing assessment instruments for assessing voice, cohesion, and organization in argumentative writing. Furthermore, the present study can serve to provide some new insights about metadiscourse as a target area for teaching and assessment of writing.

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

Cited by 53 publications

References 0 publications

Approaches Reflected in Academic Writing MOOCs

Approaches Reflected in Academic Writing MOOCs

Where's the Rhetoric?

Teaching and Assessing Metadiscoursal Features in Argumentative Writing: A Professional Development Training for EFL Teachers

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