Argument as Conversation: Students Responding through Writing to Significant Conversations across Time and Place

Autor/inn/en	VanDerHeide, Jennifer; Juzwik, Mary M.
Titel	Argument as Conversation: Students Responding through Writing to Significant Conversations across Time and Place
Quelle	In: Journal of Adolescent & Adult Literacy, 62 (2018) 1, S.67-77 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Juzwik, Mary M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-3004
DOI	10.1002/jaal.754
Schlagwörter	Persuasive Discourse; Interpersonal Communication; Oral Language; Written Language; Letters (Correspondence); School Policy; Writing Instruction; Writing Teachers; Secondary School Teachers; Teaching Methods; Writing Processes; Writing Skills; Student Empowerment; Social Change; Principals + Suchen Sie Ihr Suchwort? Persuasion; Persuasive Kommunikation; Interpersonale Kommunikation; Oral interpretation; Mündlicher Sprachgebrauch; Geschriebene Sprache; Brief; Schulpolitik; Schreibunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Writing skill; Schreibfertigkeit; Studienberechtigung; Sozialer Wandel; Principal; Schulleiter
Abstract	How can social change become possible when secondary teachers approach argument as participation in ongoing conversations? The authors illustrate how--through writing, speaking, and reading to develop a letter to their principal arguing for a school policy change--secondary students participated in multiple conversational spheres across time and place. Although neither collaborative "letter writing to the principal" tasks nor "argument as conversation" stances are new, the approach presented is novel in its commitment to braiding oral and written language together within the framework of argument as conversation. This approach contrasts to more common practices of seeing conversation as preparation for writing. This approach is valuable not only for fostering students' learning about processes, structures, and technical skills of argumentative writing but also, and more importantly, for experiencing what it feels like to become empowered disputants who affect social change in response to ongoing conversations that matter to students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01