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Historical Argument Writing: The Role of Interpretive Work, Argument Type, and Classroom Instruction
Peer reviewed
Direct linkMonte-Sano, Chauncey; Allen, Amina – Reading and Writing: An Interdisciplinary Journal, 2019
This study examines whether and how five novice history teachers incorporated writing into their instruction. We analyzed observations, student writing, teacher feedback and interviews, and classroom artifacts from teachers' preservice program experiences and first 2 years of teaching. All novices included writing in their instruction; however; we…
Descriptors: Persuasive Discourse, High School Students, Cues, History Instruction
