"Leveling the Field": The Need for Explicit Instruction of Argumentative Writing Form for 'struggling' Secondary Students

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In this essay, a method for explicit teaching of argumentative form is purported, based on the methods of classical rhetoric. Throughout, it argues that the secondary student labeled qstrugglingq is often one who is a cultural minority and who experiences a cultural mismatch between implicit standards in argumentative writing and that of his own culture. In order to provide culturally responsive instruction for such students, the essay suggests that teachers must make these standards for what constitutes a qwell-organizedq explicit and teach students methods to self-regulate their thinking during the composing process. In this way, students are granted an opportunity to succeed academically in terms of writing ability.As Jill C. Chalk and her colleagues cite in an essay on a€œThe Effects of Self- Regulated Strategy Development on the Writing Process for High School Students with Learning Disabilities, a€ it is necessary for instructors to realize that a€œ.. .theseanbsp;...


Title:"Leveling the Field": The Need for Explicit Instruction of Argumentative Writing Form for 'struggling' Secondary Students
Author: Jennifer Bado-Aleman
Publisher:ProQuest - 2009
ISBN-13:

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