Expanding Argument Instruction: Incorporating Multimodality and Digital Tools

Expanding Argument Instruction: Incorporating Multimodality and Digital Tools The researcher conducted a formative experiment in a ninth‐ and a 10th‐grade English classroom to observe a multiliteracies‐based intervention implemented to improve high school students’ arguments. Traditionally, argument is taught from a cognitive perspective, emphasizing concepts such as claims, evidence, and warrants. However, arguments are also creations of social practice that incorporate the multimodality that digital tools afford. The author discusses three assertions regarding multimodality, social practice and digital tools, and transfer in relation to expanding argument instruction. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Adolescent & Adult Literacy Wiley

Expanding Argument Instruction: Incorporating Multimodality and Digital Tools

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Publisher
Wiley Subscription Services, Inc., A Wiley Company
Copyright
Copyright © 2018 International Literacy Association
ISSN
1081-3004
eISSN
1936-2706
D.O.I.
10.1002/jaal.716
Publisher site
See Article on Publisher Site

Abstract

The researcher conducted a formative experiment in a ninth‐ and a 10th‐grade English classroom to observe a multiliteracies‐based intervention implemented to improve high school students’ arguments. Traditionally, argument is taught from a cognitive perspective, emphasizing concepts such as claims, evidence, and warrants. However, arguments are also creations of social practice that incorporate the multimodality that digital tools afford. The author discusses three assertions regarding multimodality, social practice and digital tools, and transfer in relation to expanding argument instruction.

Journal

Journal of Adolescent & Adult LiteracyWiley

Published: Jan 1, 2018

Keywords: ; ; ; ; ; ;

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