Courses: Business and Professional Communication, Persuasion. Objectives: Students demonstrate application of rhetorical invention and improved persuasive writing style through a brief, multi-draft writing activity.

Tested and fine-tuned in K-2 classrooms, this book provides engaging lessons and materials for teaching the three genres of writing--opinion, procedural, and story--that provide a foundation for beginning writers' persuasive, informative, and narrative writing skills. The authors' approach integrates strategy instruction, self-regulated learning,…

Content area teachers are now being tasked with incorporating reading and writing instruction, but what works? In this essential book from Routledge and AMLE, author Lori G. Wilfong describes ten best practices for content area literacy and how to implement them in the middle-level classroom. She also points out practices that should be avoided,…

Instructional tips help educators carry out recommendations contained in IES Educator's Practice Guides. The tips, based on a practice guide authored by Steve Graham, Alisha Bollinger, Carol Booth Olson, Catherine D'Aoust, Charles MacArthur, Deborah McCutchen, and Natalie Olinghouse, translate these recommendations into actionable approaches that…

When it comes to academic work, students with Autism Spectrum Disorder (ASD) often have the required knowledge but struggle to get their thoughts down in writing. This is a practical guide to teaching and improving writing skills in students with ASD to meet academic writing standards and prepare for the increased expectations of higher education.…

Although the Common Core and C3 Framework highlight literacy and inquiry as central goals for social studies, they do not offer guidelines, assessments, or curriculum resources. This practical guide presents six research-tested historical investigations along with all corresponding teaching materials and tools that have improved the historical…

Advocates teaching both classical argumentation and Rogerian rhetoric back-to-back. Advocates assignments using both to highlight the role of audience, the importance of arrangement, the value of tone, the nature of the writer's "ethics," and the use of evidence. (MS)

Represents a departure from the current trend against abstraction. Proposes a new formalism for the composition classroom. Argues that, when it comes to representing written arguments composed in response to multiple sources, existing schemes of argument are missing important abstractions about how authors use the arguments of others in the…

Claims Rogerian principles of communication and problem solving offer important supplements to teaching traditional argumentation, especially in advanced composition courses. (MS)

Discusses activities to teach a Rogerian approach to argument to help novice writers suspend evaluation of the opponent's position and to build their own position on values and knowledge they can share with the opponent. Includes discussion of a passage exemplifying Rogerian strategy. (HTH)

Discusses the "stock issues" approach to argument, presents a contemporary stock issue system for the arrangement of a single composition, and constructs a model argument as a way of demonstrating how the system works. (FL)

Describes one teacher's theory of the use of argument in the English curriculum, particularly its importance in developing democratic classrooms. Defines the multiple functions of argument in society. Advocates developing argumentative skills among students, particularly in a wide variety of forms and discourses. (HB)

In most traditional introductory college composition courses students are generally advised to address the teachers or some other authoritative figure as their primary audience. To supplement this traditional approach, students should also direct their discourse to audiences who are not projected as superior critics. One paper assignment that can…

Illustrates Toulmin's simple three-step model of argumentation (claim, grounds, backing) with various proposition and syllogisms. Implements such heuristic quests at each step as "What position do I want my audience to take?" Proposes Toulmin logic as a strategy for teaching inductive and deductive thinking in composition. (JG)

Outlines a writing activity in which groups of three students collaborate to produce several written assignments in response to a case that fosters differing points of view. Suggests the activity teaches students to represent a unique viewpoint, negotiate differences among collaborators, and share information with teammates. (ARH)