On The Evolution of Teaching Argumentative Writing Across an Academic Year in High School English Language Arts Classrooms

Session Submission Type: Symposium

Abstract

This symposium explores variations in how the teaching of argumentative writing evolves across a year. Teachers continuously adapt to students’ evolving understanding of argumentation, to how students are evolving as readers of literary texts, to how they understand what counts as knowledge, to students’ evolving social identities, and evolving definitions of rationality. Three classroom case studies are presented. Ethnographic data was collected for an academic year using video recordings, class observations, field notes, and interviews.

Content Area

• Area 3: Literacy Instruction and Literacy Learning

Chair

• Laurie Katz, Ohio State University

Discussant

• Deborah Appleman, Carleton Collehe

Individual Presentations

• The Case of Mr. Watson: Adaptive Teaching and Responsiveness in Teaching Argumentative Writing - Seung Yon Ha, The Ohio State University; Tzu-Jung Lin, The Ohio State University

• The Case of Mr. Jacobs: Shifting Literacy Practices in Learning to Argue About Literature - From Comprehension to Exploration to Problematizing - John Brady, Ohio State University

• The Case of Ms. Morris: The Evolution of Indexicality, Metadiscoursive Markers, and Stance in the Teaching of Literary Texts and Argumentative Writing - David Bloome, Ohio State University