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Argument Writing as a Supplemental Literacy Intervention for At-Risk Youth

Margaret Sheehy | Donna M. Scanlon
€192.20
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A01=Donna M. Scanlon
A01=Margaret Sheehy
Academic Risk
academic writing pedagogy
Activity System
activity theory
adolescent literacy
Argument Guide
Argument Knowledge
Argument Writing
argument writing for at-risk students
argumentation
argumentative writing
at-risk high school students
Author_Donna M. Scanlon
Author_Margaret Sheehy
Bullying Unit
C3 Framework
Category=GTC
Category=JNLC
Category=JNMT
Category=JNT
Category=JNU
Category=YPCA
Claim Section
classroom intervention strategies
cognitive distribution
Counterfactual Data
curriculum design
DBR
Death Penalty Unit
design based educational research
Design Years
design-based research
dialogic instruction
Disciplinary Literacy Practices
Distributed knowledge building
DRP
eq_bestseller
eq_isMigrated=1
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
Fidelity Checklists
General Education Classrooms
high school literacy research
informational reading
Knowledge Building
knowledge building theory
learning sciences
Literacy Coaches
Literacy Cycle
literacy development
literacy research
Literacy Routines
persuasive writing
Pilot Year
secondary literacy instruction
Social Studies Grades
sociocultural practices
Spring Semester Students
Student D03
supplemental literacy instruction
Total Rubric Score
Writing Development

Product details

  • ISBN 9780367747053
  • Weight: 453g
  • Dimensions: 152 x 229mm
  • Publication Date: 21 Dec 2021
  • Publisher: Taylor & Francis Ltd
  • Publication City/Country: GB
  • Product Form: Hardback
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Description

This volume details the development and initial evaluation of a supplemental literacy course intended to support at-risk high school students in the US. Developed using design based research (DBR), the course combines argument writing and knowledge building literacy routines to support academic literacy development.

Acknowledging the demand for US students to meet academic literacy standards that emphasize explanatory and argumentative writing, the text foregrounds knowledge building as key to effective writing development. Chapters trace the development and implementation of course literacy routines designed using DBR and use whole-class and individual case studies to demonstrate how informational reading, discussion, and argument writing become an activity system to support literacy development. Ultimately, the text has important implications for literacy course design, and the use of knowledge building analysis and DBR in research.

The text will benefit researchers, academics, and educators in higher education with an interest in academic literacy education, writing and composition, and secondary education more broadly. Those specifically interested in methodologies relating to classroom teaching and learning as well as argumentation and argument writing will also benefit from this book.
About Donna M. Scanlon | Margaret Sheehy

Margaret Sheehy is Associate Professor in the Department of Literacy Teaching and Learning at the University at Albany, USA.

Donna M. Scanlon is Professor Emeritus in the Department of Literacy Teaching and Learning at the University at Albany, USA.

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