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
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Open Access
Closed
Topics
teacher development argument race and writing
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Citation Context

Cited by in this index (6)

  1. Jodoi (2025)
    The Effects of Parliamentary Debate as a Pedagogy for Argumentation in L1 and L…
    Argumentation
  2. Backman et al. (2023)
    Beyond Structure: Using the Rational Force Model to Assess Argumentative Writing
    Written Communication
  3. Tsemach et al. (2021)
    From Yeshiva to Academia: The Argumentative Writing Characteristics of Ultra-Or…
    Argumentation
  4. Felton et al. (2015)
    Arguing to Agree: Mitigating My-Side Bias Through Consensus-Seeking Dialogue
    Written Communication
  5. O’Hallaron (2014)
    Supporting Fifth-Grade ELLs’ Argumentative Writing Development
    Written Communication
Show all 6 →
  1. Lunsford (2002)
    Contextualizing Toulmin's Model in the Writing Classroom: A Case Study
    Written Communication

References (0)

No references on file for this article.

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