Dialogic pedagogy is widely viewed as an excellent means of educating students for civic participation in deliberative democracy. While many intervention-based studies have researched dialogic teaching and learning, we know very little about the enactment of dialogic and related ideas "in the wild," in regular classrooms. This paper…

The authors review three different strands of work on English writing research and instruction, working to harmonize them into a coherent translingual approach to teaching writing in the postsecondary EFL/EIL/ESL writing classroom. Five principles from English composition research (now often called writing studies) describe the fundamental…

This study used a single-subject, multiple-baseline across participants design to replicate previous research on the functional relation between the use of a mobile-based graphic organizer (MBGO) and the persuasive writing performance of middle school students with high incidence disabilities. The current study extended the previous research by…

This study examines the question of how the feedback of peers and teachers on a collaboratively written student text, mediated by track changes and commenting functions in Microsoft (MS) Word, can act as a form of socialization into an academic or professional discipline. It focusses on a collaboratively written legal memorandum, authored by…

The purpose of this paper is to summarize the evaluation of human-scoring quality for an assessment of public speaking skills. Videotaped performances given by 17 speakers on 4 tasks were scored by expert and nonexpert raters who had extensive experience scoring performance-based and constructed-response assessments. The Public Speaking Competence…

"Collective argumentation" occurs when a group works together to arrive at a conclusion (supporting it with evidence). Simplistically, this occurs when students give answers to questions and tell how they arrived at the answer, perhaps prompted by a teacher. But collective argumentation can be much richer, with a focus on the process of…

Since Carolyn Miller's Genre as Social Action, North American Rhetorical Genre Studies (RGS) has facilitated analysis of how typified rhetorical actions constitute the contexts and communities in which writers write. In first-year writing (FYW) specifically, RGS approaches have focused on macro-level textual constructs, like the audience and…

This paper is an initial contribution to a general theory in which science classroom "activity types" and epistemological "discourse practices" are systematically linked. The idea is that activities and discourse are reflexively related, so that different types of science classroom activities (e.g., scientific argumentation,…

The authors identify competitive speech and debate as a form of play that helped democratize American citizenship for the poor, who used what they learned through the practice to advance their personal social and economic goals. In addition, this competitive activity led to the development of speech communication as an academic discipline and…

Secondary sources provide students valuable insight into historians' arguments, showing how they disagree, and how events of the present shape interpretation of the past.

This article describes a discussion activity centered on a topic of interest to students, and how it helped teach seventh graders the rules of civic dialogue while engaging students with a range of academic abilities. The protocol asks students to closely read the text or texts given to them, take a position, write their position out in a short…

The Next Generation Science Standards emphasize the importance of developing students' abilities to effectively communicate science, including topics that are highly scrutinized in the American public sphere such as evolution. However, student attainment of "controversial communicative competence" (the ability to competently communicate…

Through an analysis of student writing and interviews, this article examines hyperbole as a neglected rhetorical device. The authors trouble notions of hyperbole as error and argue for a--reconceptualization of hyperbole as potentially highly communicative and able to convey emotional tone, passion, and significance while maintaining brevity.

One common notion is that all classrooms using Process Oriented Guided Inquiry Learning (POGIL) are the same. Though POGIL has essential components, this research found that students' conceptual achievement, a classroom outcome, can be differentially affected by professors' style of POGIL implementation. Audio/ video recordings of student groups…

Focusing on noun phrase complexity in writing, this study adopted Biber, Gray and Poonpon's (2011) hypothesized developmental stages to investigate the academic writing of Thai and native English university students by comparing their argumentative English essays as concerns their usage of noun modification. Prenominal modifiers and postnominal…