"My Evidence Is Stronger Because...": Counterargument and Critique in Social Studies Inquiry-Based Argument Writing

• In Event: 28.024 - Considering Methods: Epistemologies, Evidence, and Representations

Abstract

Teaching students to produce strong academic writing is a pervasive challenge in Social Studies education. This study utilizes a multi-year inquiry-based Social Studies curriculum project which focuses on argument-genre writing to explore how 8th grade students included counterarguments and critiques of those counterarguments in their texts. Writing data were collected from 114 participants four times throughout the year and analyzed for counterargument and critique content and choices. Findings suggest that the disciplinary literacy tools support the inclusion of these features in student writing and that previously developed skills such as providing evidence and reasoning can transfer into new tasks, but also that the texts and central question of the investigation have a noticeable effect on writing choices and their effectiveness.

Authors

• Anne-Coleman Webre, University of Michigan - Ann Arbor

• Mary J. Schleppegrell, University of Michigan

• Chauncey Monte-Sano, University of Michigan - Ann Arbor

• Maria del Mar Estrada Rebull, University of Michigan - Ann Arbor