67.066 - Teaching and Learning of Argumentation and Argumentative Reading and Writing in the Academic Disciplines

Session Type: Symposium

Abstract

The purpose of this invited symposium is to bring together researchers from diverse perspectives to explore the teaching and learning of argumentation and argumentative reading and writing as an intellectual stance with the potential for deep understanding, exploration, and creativity in academic learning. Presenters will describe their research studies and share findings with an eye to highlighting the promises and challenges of teaching and learning argumentation and argumentative reading and writing in the academic disciplines. A unifying theme extended and refined across the four papers is that the study of argumentation and argumentative reading and writing is an exploration and understanding of the processes of apprenticeship and immersion in complex disciplinary practices.

Sub Unit

• SIG-Writing and Literacies

Chair

• George E. Newell, The Ohio State University

Papers

• Engaging Young Students in Scientific Argumentation as Transformation - Eve Manz, Boston University

• Dialogic Teaching for Argument Literacy in Elementary Language Arts Classrooms - Ian A. G. Wilkinson, University of Auckland; Alina Reznitskaya, Montclair State University

• Reading, Speaking, and Writing: Multidimensionality of Argumentation in Literary Reasoning - Carol D. Lee, Northwestern University

• Arguing Across the Life Span: From Cindy Magic to Nature Scientific Reports - Paul A. Prior, University of Illinois

Discussants

• Yolanda J. Majors, The University of Minnesota

• Susan R. Goldman, University of Illinois at Chicago