00000cam a22000004i 4500 UP-99796217612105034 Buklod 20160613145029.0 a r |||| u| ta 160613s2015 xx d r |||| u| 9781138017436 (pbk) (iLib)UPD-00255306930 OCLCO DEDUC rda eng DMLUC LB 1631 N48 2015 Newell, George (George Edward) 1951- author. Teaching and learning argumentative writing in high school English language arts classrooms George E. Newell, David Bloome, Alan Hirvela with Tzu-Jung Lin, Jennifer VanDerheide, Allison Wynhoff Olsen [and five others]. New York Routledge 2015. x, 246 pages illustrations 23 cm text rdacontent unmediated rdamedia volume rdacarrier Includes bibliographical references and index. Focused on the teaching and learning of argumentative writing in grades 9-12, this important contribution to literacy education research and classroom practice offers a new perspective, a set of principled practices, and case studies of excellent teaching. The case studies illustrate teaching and learning argumentative writing as the construction of knowledge and new understandings about experiences, ideas, and texts. Six themes key to teaching argumentative writing as a thoughtful, multi-leveled practice for deep learning and expression are presented: teaching and learning argumentative writing as social practice, teachers' epistemologicai beliefs about argumentative writing, variations in instructional chains, instructional conversations in support of argumentative writing as deep learning and appreciation of multiple perspectives, contextualized analysis of argumentative writing, and the teaching and learning of argumentative writing and the construction of rationalities -- Book jacket. Composition (Language arts) Study and teaching (Secondary) Reasoning. Bloome, David author. Hirvela, Alan author. Lin, Tzu-Jung author. VanDerHeide, Jennifer author. Olsen, Allison Wynhoff author. Buescher, Eilleen author. Goff, Brent author. Kim, Min-Young author. Ryu, SangHee author. Weyand, Larkin author. FO UPD DEDUC LB 1631 N48 2015 Book