Ferretti, R. P & Graham, S. (2019). Argumentative writing: Theory, assessment, and instruction. Reading and Writing,32(6), R. M. Joshi. 1345-1357. Netherlands: Springer Nature. Retrieved from https://doi.org/10.1007/s11145-019-09950-x
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.
Institute for Learning Sciences and Teacher Education
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