Empowering Education: Teaching Argumentative Writing to Cultural Minority Middle-School Students

Research in the Teaching of English Aug 1998

Empowering Education: Teaching Argumentative Writing to Cultural Minority Middle-School Students

Stuart S. Yeh Stanford University

Abstract

Studies different methods of teaching argumentation to middle school students. Concludes that explicit instruction in argumentative form and argument structure sharpens students’ judgment regarding the content and organization needed to generate logically connected arguments and improves students’ writing of arguments. Finds that such an approach is particularly important for minority students.

Journal: Research in the Teaching of English
Published: 1998-08-01
DOI: 10.58680/rte19983912
Open Access: Closed
Topics: argument

Citation Context

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Backman et al. (2023)

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Felton et al. (2015)

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O’Hallaron (2014)

Supporting Fifth-Grade ELLs’ Argumentative Writing Development

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Lunsford (2002)

Contextualizing Toulmin's Model in the Writing Classroom

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Cites in this index (0)

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