Argumentative writing: Theory, assessment, and instruction
Journal article
Ferretti, Ralph P. and Graham, Steve. (2019). Argumentative writing: Theory, assessment, and instruction. Reading and Writing. 32(6), pp. 1345 - 1357. https://doi.org/10.1007/s11145-019-09950-x
Authors | Ferretti, Ralph P. and Graham, Steve |
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Abstract | Despite the early emergence of oral argumentation, written argumentation is slow to develop, insensitive to alternative perspectives, and generally of poor quality. These findings are unsettling because high quality argumentative writing is expected throughout the curriculum and needed in an increasingly competitive workplace that requires advanced communication skills. In this introduction, we provide background about the theoretical perspectives that inform the papers included in this special issue and highlight their contributions to the extant literature about argumentative writing. |
Keywords | Argumentative writing; Theory; Assessment; Instruction |
Year | 2019 |
Journal | Reading and Writing |
Journal citation | 32 (6), pp. 1345 - 1357 |
Publisher | Springer Nature |
ISSN | 1573-0905 |
Digital Object Identifier (DOI) | https://doi.org/10.1007/s11145-019-09950-x |
Scopus EID | 2-s2.0-85065730732 |
Page range | 1345 - 1357 |
Research Group | Institute for Learning Sciences and Teacher Education (ILSTE) |
Publisher's version | File Access Level Controlled |
Place of publication | Netherlands |
Editors | R. M. Joshi |
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