Developing Writing Within Social and Civic Spaces

• In Event: Multiple Lenses for Understanding Source-Based Analytical Writing Development

Abstract

Viewing argument writing through a sociocultural lens, we see writing as fulfilling important social functions through the acquisition and use of information within other knowledge networks. Writing about social issues students face as civic actors is therefore an increasingly important context in which to study writing development. The polarization of public discourse, the prevalence of echo chambers, and one-sided consumption and production of written texts necessitate teaching students to evaluate multiple points of view and to ground arguments in evidence before reaching conclusions. Consequently, it is important to focus students’ argument writing on going beyond pros and cons and building an understanding of multiple perspectives before taking responsible civic action through argumentation (Heenan, 2017). At its core, the teacher professional development studied here supports students in navigating an increasingly dense informational world so they can become informed citizens who are prepared to participate in and ultimately strengthen a healthy and vibrant democracy. Results indicate that the program has positive effects on students holistic writing scores.

We examine how this program, utilizing a broad national sample, led to student’s developing as writers who participate in broad civic and social contexts through their argument writing. Key features of the program, such as participating in a conversation (as opposed to a debate) and evaluating multiple claims intend to counter a pernicious argument culture by seeking understanding on socioscientific issues before taking a stand as a civic agent. We examine the efficacy of the program by connecting these features to key traits of students' writing, such as including multiple sources of evidence or using sources for different purposes as seen in Joseph Harris’ Harris Moves (Judd, 2019).

In this talk, we examine students as writing within a social or civic community and how teachers' implementation of program features created a context for students to develop as writers. Through this lens, we see how the program engaged students in civic action through argument writing. Research results show broad improvement in students’ argument writing. Participants will examine student work and gain an appreciation of the argument moves students make and how instruction can build the literacies needed for participation in diverse social and civic communities.

Author

• Tanya Baker, National Writing Project