Multiple Lenses for Understanding Source-Based Analytical Writing Development

Session Type: Symposium

Abstract

This symposium focuses on multiple lenses for understanding source-based argument writing development. We draw on sociocultural, sociocognitive, and cognitive perspectives to support secondary students’ source-based argument writing development. Through a view of writers as members of multiple socio-cultural contexts and communities, we can better understand how to leverage opportunities to write across content areas, engage youth in civic writing, implement strategies for teaching students discipline-specific strategies for writing in secondary classrooms, and define the elements of effective source-based analytical writing. We present results from four studies that provide layers of embeddedness to understand how the various contexts writers find themselves in influence their written products, we are better positioned to support student writing development in grades 6-12 and beyond.

Sub Unit

• Division H - Research, Evaluation and Assessment in Schools / Division H - Section 1: Applied Research in Schools

Chair

• Steve Graham, Arizona State University

Papers

• Writing Opportunities in the History Classroom - Tamara Powell Tate, University of California - Irvine; Penelope Collins, University of California - Irvine

• Developing Writing Within Social and Civic Spaces - Tanya Baker, National Writing Project

• Writing Within a Cognitive Strategies Instructional Approach - Carol B. Olson, University of California - Irvine; Huy Quoc Chung, University of California - Irvine

• Assessing the Dimensions of Source-Based Analytical Writing - Jacob Steiss, University of California - Irvine; Jenell Krishnan, University of California - Irvine; Young-Suk Kim, University of California - Irvine

Discussant

• Steve Graham, Arizona State University