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 language | English (US) |
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Pages (from-to) | 1345-1357 |
Number of pages | 13 |
Journal | Reading and Writing |
Volume | 32 |
Issue number | 6 |
DOIs | |
State | Published - Jun 15 2019 |
Keywords
- Argumentative writing
- Assessment
- Instruction
- Theory
ASJC Scopus subject areas
- Neuropsychology and Physiological Psychology
- Education
- Linguistics and Language
- Speech and Hearing