Developing emerging argumentation: using disparate forms of evidence to create instructional inroads
Argumentation should be approached as a practice that is woven into the larger instructional practices across the core educational disciplines. With the advent of The Common Core State Standards (CCSS), the ability to analyze and write an argument is now a predominant skill students are required to repeatedly demonstrate. As student achievement is now being used to reflect the larger portion of teacher accountability, it is essential that educators better understand how to make argumentation a disciplinary practice. I suggest that students should first be able to examine, identify, and understand ...
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