Teaching And Learning Argumentative Writing In High School English Language Arts Classrooms
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Teaching And Learning Argumentative Writing In High School English Language Arts Classrooms
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Author : George E. Newell
language : en
Publisher: Routledge
Release Date : 2015-06-05
Teaching And Learning Argumentative Writing In High School English Language Arts Classrooms written by George E. Newell and has been published by Routledge this book supported file pdf, txt, epub, kindle and other format this book has been release on 2015-06-05 with Language Arts & Disciplines categories.
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.
Teaching And Learning Argumentative Writing In High School English Language Arts Classrooms
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Author : George Newell
language : en
Publisher: Routledge
Release Date : 2015-06-05
Teaching And Learning Argumentative Writing In High School English Language Arts Classrooms written by George Newell and has been published by Routledge this book supported file pdf, txt, epub, kindle and other format this book has been release on 2015-06-05 with Language Arts & Disciplines categories.
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.
English Language Arts Research And Teaching
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Author : Russel K. Durst
language : en
Publisher: Taylor & Francis
Release Date : 2017-04-21
English Language Arts Research And Teaching written by Russel K. Durst and has been published by Taylor & Francis this book supported file pdf, txt, epub, kindle and other format this book has been release on 2017-04-21 with Education categories.
Cover -- Half Title -- Title Page -- Copyright Page -- Table of Contents -- Artist's Statement about the Cover -- Preface -- 1 Introduction: Arthur N. Applebee: A Scholar's Life in Retrospect -- Section 1 Considering Curriculum as Conversation -- 2 Discussion, Conversation, and Dialogue: Applebee, Bakhtin, and Speech in School -- 3 Entering the Conversation: Creating a Pathway to Academic Literacy -- 4 A Curricular Conversation in Teacher Education: In the Domain of Dialogic Teaching -- 5 Bringing Queer Students and LGBT-Inclusive Literature into the Conversation: Lessons We've Learned from the Work of Arthur Applebee -- Section 2 Writing as a Tool for Learning -- 6 Writing the World to Build the World, Iteratively: Inscribing Data and Projecting New Materialities in an Engineering Design Project -- 7 Nurturing Discursive Strengths: Efforts to Improve the Teaching of Reading and Writing in a Latino Charter School -- 8 Reading the World as Text: Black Adolescents and Out-of-School Literacies -- 9 The Internet's Concept of Story -- Section 3 Talking it Out: Class Discussion and Literary Understanding -- 10 Adaptive Expertise in the Teaching and Learning of Literary Argumentation in High School English Language Arts Classrooms -- 11 Literary Theory in the Secondary School -- 12 Dialogic Eventful Teaching through Dialogic Conversation and Dramatic Inquiry -- 13 Curricular Conversations, Reading the World, Intertextuality, and Doing School in a Tenth Grade English Language Arts Classroom Conversation -- Section 4 Conclusion -- 14 Practical Progressivism: W. Wilbur Hatfield, Deweyan Pedagogy, and the Future of English Teaching -- List of Contributors -- Index
Writing Instruction That Works
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Author : Arthur N. Applebee
language : en
Publisher: Teachers College Press
Release Date : 2013-06-30
Writing Instruction That Works written by Arthur N. Applebee and has been published by Teachers College Press this book supported file pdf, txt, epub, kindle and other format this book has been release on 2013-06-30 with Education categories.
EDUCATION / Teaching Methods & Materials / Language Arts
Dialogic Literary Argumentation In High School Language Arts Classrooms
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Author : David Bloome
language : en
Publisher: Routledge
Release Date : 2019-09-23
Dialogic Literary Argumentation In High School Language Arts Classrooms written by David Bloome and has been published by Routledge this book supported file pdf, txt, epub, kindle and other format this book has been release on 2019-09-23 with Education categories.
Written by leaders in the field of literacy and language arts Education, this volume defines Dialogic Literary Argumentation, outlines its key principles, and provides in-depth analysis of classroom social practices and teacher-student interactions to illustrate the possibilities of a social perspective for a new vision of teaching, reading and understanding literature. Dialogic Literary Argumentation builds on the idea of arguing to learn to engage teachers and students in using literature to explore what it means to be human situated in the world at a particular time and place. Dialogic Literary Argumentation fosters deep and complex understandings of literature by engaging students in dialogical social practices that foster dialectical spaces, intertextuality, and an unpacking of taken-for-granted assumptions about rationality and personhood. Dialogic Literary Argumentation offers new ways to engage in argumentation aligned with new ways to read literature in the high school classroom. Offering theory and analysis to shape the future use of literature in secondary classrooms, this text will be great interest to researchers, graduate and postgraduate students, academics and libraries in the fields of English and Language Arts Education, Teacher Education, Literacy Studies, Writing and Composition.
Teaching The Content Areas To English Language Learners In Secondary Schools
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Author : Luciana C. de Oliveira
language : en
Publisher: Springer
Release Date : 2019-01-17
Teaching The Content Areas To English Language Learners In Secondary Schools written by Luciana C. de Oliveira and has been published by Springer this book supported file pdf, txt, epub, kindle and other format this book has been release on 2019-01-17 with Education categories.
This practitioner-based book provides different approaches for reaching an increasing population in today’s schools - English language learners (ELLs). The recent development and adoption of the Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects (CCSS-ELA/Literacy), the Common Core State Standards for Mathematics, the C3 Framework, and the Next Generation Science Standards (NGSS) highlight the role that teachers have in developing discipline-specific competencies. This requires new and innovative approaches for teaching the content areas to all students. The book begins with an introduction that contextualizes the chapters in which the editors highlight transdisciplinary theories and approaches that cut across content areas. In addition, the editors include a table that provides a matrix of how strategies and theories map across the chapters. The four sections of the book represent the following contentareas: English language arts, mathematics, science, and social studies. This book offers practical guidance that is grounded in relevant theory and research and offers teachers suggestions on how to use the approaches described.
Argumentative Writing In A Second Language
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Author : Alan R. Hirvela
language : en
Publisher: University of Michigan Press
Release Date : 2021-12-13
Argumentative Writing In A Second Language written by Alan R. Hirvela and has been published by University of Michigan Press this book supported file pdf, txt, epub, kindle and other format this book has been release on 2021-12-13 with Foreign Language Study categories.
Argumentative Writing in a Second Language is a collection on teaching argumentative writing, offering multiple vantage points drawn from the contributors' own teaching and research experiences. The value of learning how to compose argumentative texts cannot be overstated, and yet, very little attention has been allocated to the equally important topic of how argumentation is or can be taught in the L2 context. Thus, this volume shifts attention to teachers and argumentative writing instruction, especially within increasingly common multimodal and digital literacy settings. While doing so, it provides a comprehensive, wide-ranging view of the L2 argumentative writing landscape within an instructional lens. Part I of the volume is topic-oriented and focuses on explorations of important issues and perspectives, while Part II features several chapters reporting classroom-based studies of a variety of instructional approaches that expand our understanding of how argumentative writing can be taught. The book will be of value to pre-service and in-service teachers in varying instructional contexts, as well as teacher educators and L2 writing scholars/researchers.
High Literacy In Secondary English Language Arts
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Author : Marc Nachowitz
language : en
Publisher: Bloomsbury Publishing PLC
Release Date : 2018-11-07
High Literacy In Secondary English Language Arts written by Marc Nachowitz and has been published by Bloomsbury Publishing PLC this book supported file pdf, txt, epub, kindle and other format this book has been release on 2018-11-07 with Education categories.
This volume culls scholarship on both what high literacy is and how it is developed. It embraces the call put forth by Langer and Applebee (2016) that high literacy must continue to be our aim and to see more research analyzing and identifying how teachers might promote literacy practices that promote deep thinking around important content. The editors offer a conceptual framework for high literacy that explicates how each component (i.e. reading, writing, dialogic engagement, and epistemic cognition in literary reasoning) relates to the others and from what scholarly literature these concepts have been derived. Individual chapter authors provide in-depth examinations of the existing research base on particular related topics, focusing on the two important cross-cutting aims of the volume: (1) explicating the roles reading, writing, dialogic engagement, and epistemic cognition hold in high literacy development, and (2) providing examples of practices recommended to develop high literacy.
Leaders In English Language Arts Education Research
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Author :
language : en
Publisher: BRILL
Release Date : 2023-07-31
Leaders In English Language Arts Education Research written by and has been published by BRILL this book supported file pdf, txt, epub, kindle and other format this book has been release on 2023-07-31 with Education categories.
Leaders in English Language Arts Education Research contains autobiographical essays by leading English Language Arts scholars throughout the world. In this volume, English Language Arts is presented as a complex and porous discipline—intersecting with writing, literacy studies, multicultural/multilingual education, digital and multimodal literacies, critical and social justice pedagogies, teacher education, linguistics and second language learning, and, not least of all, subject English, including teaching literature and drama. Contributors are retired or current professors in the following countries: Australia, Canada, England, Ireland, South Africa, and the United States. ELA scholars often begin their careers as K-12 teachers and then become teacher-educators at universities; due to this, they work at the intersection of theory and practice throughout their careers. Therefore, this volume will be of interest to undergraduate and graduate English Language Arts Education students as well as to in-service English practitioners. This volume will also appeal to ELA researchers at all levels since it contains first-hand, personal narratives of well-established ELA researchers as they reflect on their own development as scholars.
Argument Writing As A Supplemental Literacy Intervention For At Risk Youth
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Author : Margaret Sheehy
language : en
Publisher: Routledge
Release Date : 2021-11-28
Argument Writing As A Supplemental Literacy Intervention For At Risk Youth written by Margaret Sheehy and has been published by Routledge this book supported file pdf, txt, epub, kindle and other format this book has been release on 2021-11-28 with Education categories.
This volume details the development and initial evaluation of a supplemental literacy course intended to support at-risk high school students in the US. Developed using design based research (DBR), the course combines argument writing and knowledge building literacy routines to support academic literacy development. Acknowledging the demand for US students to meet academic literacy standards that emphasize explanatory and argumentative writing, the text foregrounds knowledge building as key to effective writing development. Chapters trace the development and implementation of course literacy routines designed using DBR and use whole-class and individual case studies to demonstrate how informational reading, discussion, and argument writing become an activity system to support literacy development. Ultimately, the text has important implications for literacy course design, and the use of knowledge building analysis and DBR in research. The text will benefit researchers, academics, and educators in higher education with an interest in academic literacy education, writing and composition, and secondary education more broadly. Those specifically interested in methodologies relating to classroom teaching and learning as well as argumentation and argument writing will also benefit from this book.