Agency, Argumentation, and Blogging

Calls to bridge cognitive and social practices when teaching Argumentation. (Reznitskaya & Anderson, 2002) developed Argument Schema Theory. Beach and What's their name (year) called for an integration (cite that). We continue this effort by building our theory of change on the concept of argumentation as discourse.

Argumentation as Discourse

Teaching students the norms of academic writing remains one of the most consistent challenges for teachers of the English language arts. The earliest comprehensive studies of writing instruction at the high school level suggested that most students were taught highly formulaic structures for producing academic argument (Applebee & Langer, 2013, Hillocks, 1986), and that trend has remained consistent over time (Applebee and Langer, Newell et al., 2015). Teaching and learning academic argument, especially in middle and high school settings, often is reduced to formulaic essay structures. In fact, Newell et al’s work (dervied from an IES grant project) suggests that

To clarify: what counts as argumentative writing, indeed what counts as argumentation more generally, is not a given. It is not something that just exists. It is instead a set of social practices deeply embedded in our everyday lives and the social institutions in which we all participate. It is socially constructed through and exists only through teaching and learning (Newell 1)

It is this set of socially constructed teaching practices related to argument writing that we aim to upend by providing students with a domain of their own to write, give and receive feedback, and critically evaluate outside web sources when creating their own arguments.

Writer Efficacy, Agency, and Identity

self-efficacy

agency

identity

Dialogical Discourse

double talk

Community of Writers

community is essential to process writing (Applebee & Langer, 2013; Graham, Fitzgerald, Friedrich, Greene, Kim, & Booth Olson, 2016; Graham, & Perin, 2007; NCTE, 2016; Troia & Olinghouse, 2013; Zemelmann, & Daniels, 1988). Moreover, in writing communities outside of school, community drives all learning (Winn). We believe we have to intentionally design hybrid writing spaces that traverse both the classroom and the lived digital lives of our youth. This study seeks to understand t

Integrating Empirical Research into Phase One

Operationalizing Empirical Research in Phase One

#mb #literacies #research #ies