Report in Argument's Clothing: An Ecological Perspective on Writing Instruction in a Seventh-Grade Classroom.

摘要: As the teaching of argumentative and persuasive writing returns to classroom, so does question how do effectively. Process reforms over past 30 years have sought change ways is taught from drill practice in grammar exercises a focus more on continuous revision. Arguing an ecological perspective development, however, we show that such changes may not be enough. Based 9-week observation (videotapes) middle-school language arts-social studies block class, teacher interviews, conferences, 6 students' portfolios, claim competing demands modern classrooms can lead environments sabotage argument. The students this unit included research paper, wrote "hybrid" texts-argumentative theses followed but always supported by lists facts. In trying explain these texts, realized epistemology fostered clas...