Argument Writing as a Supplemental Literacy Intervention for At-Risk Youth
Using Design Based Research to Develop a Knowledge Building Literacy Course
1st Edition
Published on 28. November 2021
180 pages
978-1-000-47193-9 (ISBN)
Description
This volume details the development and initial evaluation of a supplemental literacy course intended to support at-risk high school students in the US. Developed using design based research (DBR), the course combines argument writing and knowledge building literacy routines to support academic literacy development.
Acknowledging the demand for US students to meet academic literacy standards that emphasize explanatory and argumentative writing, the text foregrounds knowledge building as key to effective writing development. Chapters trace the development and implementation of course literacy routines designed using DBR and use whole-class and individual case studies to demonstrate how informational reading, discussion, and argument writing become an activity system to support literacy development. Ultimately, the text has important implications for literacy course design, and the use of knowledge building analysis and DBR in research.
The text will benefit researchers, academics, and educators in higher education with an interest in academic literacy education, writing and composition, and secondary education more broadly. Those specifically interested in methodologies relating to classroom teaching and learning as well as argumentation and argument writing will also benefit from this book.
Acknowledging the demand for US students to meet academic literacy standards that emphasize explanatory and argumentative writing, the text foregrounds knowledge building as key to effective writing development. Chapters trace the development and implementation of course literacy routines designed using DBR and use whole-class and individual case studies to demonstrate how informational reading, discussion, and argument writing become an activity system to support literacy development. Ultimately, the text has important implications for literacy course design, and the use of knowledge building analysis and DBR in research.
The text will benefit researchers, academics, and educators in higher education with an interest in academic literacy education, writing and composition, and secondary education more broadly. Those specifically interested in methodologies relating to classroom teaching and learning as well as argumentation and argument writing will also benefit from this book.
More details
Series
Edition
1. Auflage
Language
English
Place of publication
London
United Kingdom
Publishing group
Taylor & Francis Ltd
Target group
College/higher education
Illustrations
1 Tables, black and white; 14 Line drawings, black and white; 32 Halftones, black and white; 46 Illustrations, black and white
ISBN-13
978-1-000-47193-9 (9781000471939)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Additional editions
Margaret Sheehy | Donna M. Scanlon
Argument Writing as a Supplemental Literacy Intervention for At-Risk Youth
Using Design Based Research to Develop a Knowledge Building Literacy Course
Book
09/2023
1st Edition
Routledge
€62.80
Shipment within 15-20 days
Margaret Sheehy | Donna M. Scanlon
Argument Writing as a Supplemental Literacy Intervention for At-Risk Youth
Using Design Based Research to Develop a Knowledge Building Literacy Course
Book
12/2021
1st Edition
Routledge
€205.90
Shipment within 15-20 days
Persons
Margaret Sheehy is Associate Professor in the Department of Literacy Teaching and Learning at the University at Albany, USA.
Donna M. Scanlon is Professor Emeritus in the Department of Literacy Teaching and Learning at the University at Albany, USA.
Donna M. Scanlon is Professor Emeritus in the Department of Literacy Teaching and Learning at the University at Albany, USA.
Content
1: Understanding the Need for Supplemental Literacy Instruction in High Schools
2: Theories and Research that Informed Argue Like A Lawer Design Decisions
3: How we used Design Based Research to Design Argue Like A Lawyer
4: The Pilot Year of the Design Based Research Project
5: How the Argue Like A Lawyer Activity System Supported Argument Writing in One Classroom
6: A Case Study of One Student's Writing Development across the Semester
7: Learning from Design Based Research about Argument Writing in a Supplemental Literacy Course for Ninth Graders at Academic Risk
2: Theories and Research that Informed Argue Like A Lawer Design Decisions
3: How we used Design Based Research to Design Argue Like A Lawyer
4: The Pilot Year of the Design Based Research Project
5: How the Argue Like A Lawyer Activity System Supported Argument Writing in One Classroom
6: A Case Study of One Student's Writing Development across the Semester
7: Learning from Design Based Research about Argument Writing in a Supplemental Literacy Course for Ninth Graders at Academic Risk
