Argumentative writing: theory, assessment, and instruction

Despite the early emergence of oral argumentation, written argumentation is slow to develop, insensitive to alternative perspectives, and generally of poor quality. These findings are unsettling because high quality argumentative writing is expected throughout the curriculum and needed in an increas...

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Bibliographic Details
Published inReading & writing Vol. 32; no. 6; pp. 1345 - 1357
Main Authors Ferretti, Ralph P., Graham, Steve
Format Journal Article
LanguageEnglish
Published Dordrecht Springer Netherlands 01.06.2019
Springer
Springer Nature B.V
Subjects
Argumentation
Communication
Curricula
Education
Educational Theories
Educational theory
Language and Literature
Linguistics
Literacy
Neurology
Persuasive Discourse
Psycholinguistics
Skill Development
Social Sciences
Writing Evaluation
Writing Instruction
Writing Skills
Written language
Argumentative writing
Instruction
Theory
Assessment
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Summary:Despite the early emergence of oral argumentation, written argumentation is slow to develop, insensitive to alternative perspectives, and generally of poor quality. These findings are unsettling because high quality argumentative writing is expected throughout the curriculum and needed in an increasingly competitive workplace that requires advanced communication skills. In this introduction, we provide background about the theoretical perspectives that inform the papers included in this special issue and highlight their contributions to the extant literature about argumentative writing.
ISSN:0922-4777
1573-0905
DOI:10.1007/s11145-019-09950-x