Interrogating policy contradictions in literacy reforms about persuasive texts

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Exley, Beryl and Mills, Kathy Ann. (2015). Interrogating policy contradictions in literacy reforms about persuasive texts. 2015 Annual Meeting of the American Educational Research Association. Chicago, IL 16 - 20 Apr 2015 American Educational Research Association. pp. 1-8
AuthorsExley, Beryl and Mills, Kathy Ann
Abstract

Founded on an appreciation of literacy as a social justice issue, we examine two forms of knowledge about persuasive texts. The first form of knowledge, immortalised as a writing task in the Australian national high-stakes assessment task, adopts the Toulmin (2003) model of persuasive text. However, privileging this model fails to provide access to the texts of modern institutions. We thus consider another form of knowledge, that which draws on the field of linguistics, and extends to a more nuanced metalanguage for multimodal text design. We conclude by considering how each form of persuasive text knowledge contributes to developing the minimum conditions of democracy: the right to individual enhancement, social inclusion and political participation (Bernstein, 2000).

Keywordsmiddle schools; social justice; writing
Year2015
PublisherAmerican Educational Research Association
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Page range1-8
Web address (URL) of conference proceedingshttps://www.aera.net/Publications/Online-Paper-Repository
https://www.aera.net/Events-Meetings/Annual-Meeting/Previous-Annual-Meetings/2015-Annual-Meeting
Research GroupInstitute for Learning Sciences and Teacher Education (ILSTE)
Output statusPublished
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Online17 Apr 2015
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