Middle and High School Teacher Responses to an Authentic Argument Writing Seminar

This qualitative study examined a five‐day summer professional development workshop for English language arts teachers on argument writing. Fourteen teacher participants learned from five different professionals who discussed the role of argument in their fields. Teacher blog posts were coded to und...

Full description

Saved in:
Bibliographic Details
Published in:Journal of adolescent & adult literacy 2017-01, Vol.60 (4), p.433-441
Main Author: Kohnen, Angela M.
Format: Article
Language:English
Subjects:
4‐Adolescence
6‐Adult
Audience < Writing
Authentic < Assessment
Electronic Publishing
English Teachers
Faculty Development
FEATURE ARTICLES
In‐service < Teacher education
Language Arts
Middle school education
Middle School Teachers
Modes < Writing
Nonfiction
Pedagogy
Persuasive Discourse
Professional development
Purpose < Writing
Qualitative Research
Qualitative < Research methodology
Secondary education
Secondary School Teachers
Seminars
Sociocultural < Theoretical perspectives
Standardized < Assessment
Standards < Policy
Summer Programs
Teacher attitudes
Teacher education
Teaching Methods
Text Structure
Workshops
Writing Instruction
Citations: Items that this one cites
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:This qualitative study examined a five‐day summer professional development workshop for English language arts teachers on argument writing. Fourteen teacher participants learned from five different professionals who discussed the role of argument in their fields. Teacher blog posts were coded to understand what teacher participants perceived as important to or different from their previous understandings. Findings include (a) authentic argument is as much about an attitude or state of mind as it is about a product on paper; (b) in schools, argument instruction is very focused on structure; (c) research and data are essential to argument outside of schools; and (d) authentic argument has consequences. These findings have implications for those teaching argument writing as an authentic act.
ISSN:1081-3004
1936-2706
DOI:10.1002/jaal.601