Argumentative writing

theory, assessment, and instruction

Ralph P. Ferretti, Stephen Graham

Research output: Contribution to journalEditorial

Abstract

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.

Original languageEnglish (US)
Pages (from-to)1345-1357
Number of pages13
JournalReading and Writing
Volume32
Issue number6
DOIs
StatePublished - Jun 15 2019

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Keywords

  • Argumentative writing
  • Assessment
  • Instruction
  • Theory

ASJC Scopus subject areas

  • Neuropsychology and Physiological Psychology
  • Education
  • Linguistics and Language
  • Speech and Hearing

Cite this

Argumentative writing : theory, assessment, and instruction. / Ferretti, Ralph P.; Graham, Stephen.

In: Reading and Writing, Vol. 32, No. 6, 15.06.2019, p. 1345-1357.

Research output: Contribution to journalEditorial

Ferretti, Ralph P. ; Graham, Stephen. / Argumentative writing : theory, assessment, and instruction. In: Reading and Writing. 2019 ; Vol. 32, No. 6. pp. 1345-1357.
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