Assigning and framing argument writing to foreground significance: comparing three approaches in secondary English

ABSTRACT

How can secondary English teachers assign and teach argumentative writing to foreground its significance for students and their life trajectories? This article compares three approaches – formalist, structured process and conversational entry – in the light of this aim. Through analysis of exemplar assignments, the comparison illustrates the potential problems posed for significance with approaches that foreground both formalist and structured process. It also reveals possibilities and benefits of the all too rarely used, yet promising, conversational approach which conceptualises written arguments as entering into conversations and so shifts the argumentative assignment framing away from technicalities of written text itself towards the broader conversation students’ written argument is entering. In conclusion, we discuss applications, benefits and limitations of our comparison across the three argument assignment approaches.

KEYWORDS:

• Writing
• composition instruction
• argument writing
• writing assignments

Acknowledgement

We would like to thank Lauren Wilkie and Amanda Godley for their critical commentaries on earlier drafts of this article.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Mary M. Juzwik

Mary Juzwik is a professor working in the Teacher Education and English departments at Michigan State University, where she teaches and studies writing, classroom discourse, literacy, and religion in relation to English Education curriculum and instruction.

Jennifer VanDerHeide

Jennifer VanDerHeide is an assistant professor of English Education in the Teacher Education department at Michigan State University. Her scholarship focuses on youth development of argumentative writing and teacher learning of dialogic teaching practices.

Mandie B. Dunn

Mandie B. Dunn is a doctoral candidate in the Teacher Education department at Michigan State University. Her scholarship focuses on teacher's lived experiences and how they intersect with English language arts curriculum.

Brent Goff

Brenton Goff is a lecturer in the Department of Teacher Education at Ohio University. His research focuses on the teaching and learning of writing about literature in secondary English Language Arts classrooms.