Teaching and Learning Literary Argumentation Over Time: Writing as a Social Practice

• In Event: 69.056 - Roundtable Session 31
  In Roundtable Session: 69.056-9 - Adolescent Writing Realities Across Time and Space

Abstract

Our longitudinal two-year study of a high school International Baccalaureate (IB) Literature classroom suggests the significance of considering changes in texts as well as changes in social practices over time to understand how students are learning to write arguments in particular classrooms within particular curricular conversations. If we assume that argumentative writing is a set of language practices associated with and supportive of participation in particular communities of practice, how then is learning to write literary arguments shaped by activities within a high school IB classroom with a focus on literary studies? Shifts in writerly moves over time were a result of the curricular context shaped by instructional conversations about literature, about writing and about the IB assessments.

Authors

• George E. Newell, The Ohio State University

• Subeom Kwak, The Ohio State University - Columbus

• Theresa Thanos, The Ohio State University - Columbus