Argumentative writing – Virginia S. Anderson

INTERESTED IN RESEARCH ON WRITING? CHECK OUT 3 NEW POSTS AT COLLEGE COMPOSITION WEEKLY!

H. Bernard Hall, in the new Research in the Teaching of English, says we no longer need to ask why to use hip-hop in English classes; we need more models for how to use it well.

Rob McAlear and Mark Pedretti, writing in Composition Studies, ask students how they decide if a paper is “done.” The answer isn’t what you think.

John Duffy, in the January College English, explores “virtue ethics” as a possible replacement for consequentialist, deontological, and poststructuralist ethics in college writing classrooms.

NEW POSTS AT COLLEGE COMPOSITION WEEKLY!

In the June issue of College Composition and Communication, Stuart Blythe and Laura Gonzales use screencast videos to track what students actually do as they compose a researched argument for an interdisciplinary biology class.

In the new College English, Sara Webb-Sunderhaus uses the lens of “tellability” to explore how teacher expectations shape identity performance for students from Appalachia.

COLLEGE COMPOSITION WEEKLY: DO ACADEMICS REALLY WRITE THIS WAY?

Zak Lancaster in College Composition and Communication analyzes the templates (“formulas?”) offered in the college writing textbook They Say/I Say. Do they really reflect the choices academic writers make? Check out what he found!

Do you teach academic writing? What do you think about Lancaster’s claims?

THIS WEEK AT COLLEGE COMPOSITION WEEKLY!

Lisa A. Costello in Teaching English in the Two-Year College: Turning a research paper into a blog post in first-year writing!

THIS WEEK’S SUMMARY AT COLLEGE COMPOSITION WEEKLY!

From the new issue of College English: Jenny Rice argues for a new understanding of “expertise”

to engage writing students in problem-posing and solving.

THIS WEEK’S SUMMARY AT COLLEGE COMPOSITION WEEKLY!

Jacqueline Preston, in College Composition and Communication, argues for a “project-based” model in composition classes.

NEW POST AT COLLEGE COMPOSITION WEEKLY: CRITIQUE OF ARGUMENTATIVE WRITING IN SCHOOL AND COLLEGE, RTE AUGUST 2015

Todd DeStigter of the University of Chicago critiques the emphasis on argumentative writing in schools and college, examining three widespread assumptions: that learning to write good arguments will develop thinking skills, prepare for good democratic citizenship, and enhance students’ potential for sociocultural mobility. Valorizing rational argument, DeStigter argues, closes off many legitimate and often more effective forms of personal and political action.