Discovering Argument: Linking Literacy, Citizenship Education, and Persuasive Advocacy.

Autor/inn/en	Brett, Peter; Thomas, Damon
Titel	Discovering Argument: Linking Literacy, Citizenship Education, and Persuasive Advocacy.
Quelle	In: Journal of social science education, 13 (2014) 4, S. 66-77Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1439-6246; 1618-5293
DOI	10.4119/UNIBI/jsse-v13-i4-1350
Schlagwörter	Demokratische Bildung; Empirische Untersuchung; Persuasive Kommunikation; Schüler; Schülerin; Rhetorik; Schreiben; Politische Bildung; Sozialwissenschaftlicher Unterricht; Analphabetismus; Australien; Tasmanien
Abstract	This paper explores persuasive writing and what more might be done to help equip young people with the written literacy tools to be effective participants in civic activism. Firstly, [the authors] argue from an Australian (and Tasmanian) context that there may be merit in teachers and students re-visiting some of the advice from classical rhetoric around the discovery of arguments. Secondly, [the authors] analyse challenges that 14 year old students face in responding to Australia's national literacy tests which include a persuasive writing task - and exemplify this section with evidence drawn from a data source of outstanding student responses. [The authors] conclude by critically reviewing and augmenting the literacy strategies suggested in a representative citizenship education teaching text, and suggest a tentative stepped model for supporting high quality persuasive writing in the context of active citizenship and democratic engagement (Original übernommen).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main (extern)
Update	2015/3