Richard Andrews, Carole Torgerson, Graham Low, and Nick McGuinn explain what research has revealed about teaching argument writing, and what the results might mean for practitioners in the classroom
IN 2006 WE PUBLISHED AN INTERNATIONAL systematic review of research literature focusing on the teaching of non-fiction writing; specifically on the writing of argument for 7–14 year-olds. Since then, more recent research has reinforced our key findings.
|What we know|
|● Certain conditions have to be in place for the successful teaching of argument writing in the classroom.
● Oral argument can help to inform written argument.
● Successful modeling includes not just demonstrating, but also peer modeling of dialogue.
This article is available to subscribers only. If you are an existing subscriber, please login. New subscribers may register below.