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Argumentative writing: Theory, assessment, and instruction
Ferretti, Ralph P. Graham, Steve
Ferretti, Ralph P.
Graham, Steve
Author
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
Date
2019
Type
Journal article
Journal
Reading and Writing
Book
Volume
32
Issue
6
Page Range
1345-1357
Article Number
ACU Department
Collections
Relation URI
Source URL
Event URL
Open Access Status
License
File Access
Controlled