Adolescents' Disciplinary Use of Evidence, Argumentative Strategies, and Organizational Structure in Writing About Historical Controversies

Written Communication

Volumn 29, Issue 4, 2012, Pages 412-454

  de la Paz, Susan ^a   Ferretti, Ralph ^b   Wissinger, Daniel ^a   Yee, Laura ^a   MacArthur, Charles ^b  

^a UNIVERSITY OF MARYLAND   (United States)

^b UNIVERSITY OF DELAWARE   (United States)

Author keywords

adolescent literacy; history; primary source documents; written argumentation

Indexed keywords

EID: 84867923419     PISSN: 07410883     EISSN: 15528472     Source Type: Journal    
DOI: 10.1177/0741088312461591     Document Type: Article

References (67)

1. Anderson R.,Chinn C.,Chang J.,Waggoner M.,Yi H.On the logical integrity of children's arguments.Cognition and Instruction. 1997;15:135-167.
2. Topics. Cambridge, MA: Harvard University Press; 1939:.
3. Bain R. B.How students learn: History, mathematics, and science in the classroom. Washington, DC: National Academies Press; 2005:179-214.
4. Bain R.Rounding up unusual suspects: Facing the authority hidden in the history classroom.Teachers College Record. 2006;108 (10): 2080-2114.
5. Britt M. A.,Aglinskas C.Improving students' ability to identify and use source information.Cognition and Instruction. 2002;20:485-522.
6. Brophy J.,Alleman J.Primary-students' knowledge and thinking about the economics of meeting families' shelter needs.American Educational Research Journal. 2002;39:423-468.
7. Brophy J.,Alleman J.Primary-students' knowledge and thinking about the supply of utilities (water, heat, and light) to modern homes.Cognition and Instruction. 2003;21:79-112.
8. Christie F.,Dreyfus S.Letting the secret out: Successful writing in secondary English.Australian Journal of Language & Literacy. 2007;30:235-247.
9. Coffin C.Historical discourse: The language of time, cause, and evaluation. London: Continuum; 2006:.
10. Collingwood R. G.The idea of history. Oxford, UK: Clarendon; 1943:.
11. Common Core State Standards Initiative. (2010). Common core state standards for English language arts and literacy in history/social studies, science, and technical subjects. Retrieved from http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf.
12. De La Paz S.Effects of historical reasoning instruction and writing strategy mastery in culturally and academically diverse middle school classrooms.Journal of Educational Psychology. 2005;97:137-156.
13. De La Paz S.,Felton M.Reading and writing from multiple sources in history: Effects of strategy instruction.Contemporary Educational Psychology. 2010;35:174-192.
14. De La Paz S.,Malkus N. N.,Monte-Sano C.,Montanaro B.Evaluating American history teachers' professional development: Effects on student learning.Theory and Research in Social Education. 2011;39:494-540.
15. Donovan M. S.,Bransford J. D.How students learn: History, mathematics, and science in the classroom. Washington, DC: National Academy Press; 2005:.
16. California Standardized Testing Program technical report, spring. Sacramento: California Department of Education; 2004.
17. Eisenberg A.,Garvey C.Children's use of verbal strategies in resolving conflicts.Discourse Processes. 1981;4:149-170.
18. Felton M.,Herko S.From dialogue to two-sided argument: Scaffolding adolescents' persuasive writing.Journal of Adolescent and Adult Literacy. 2004;47 (8): 672-683.
19. Felton M.,Kuhn D.The development of argumentative discourse skill.Discourse Processes. 2001;32 (2/3): 135-153.
20. Ferretti R. P.,De La Paz S.Handbook of reading interventions. O'Connor R.Vadasy P., ed. New York: Guilford; 2011:326-355.
21. Ferretti R. P.,Lewis W. E.,Andrews-Weckerly S.Do goals affect the structure of students' argumentative writing strategies?.Journal of Educational Psychology. 2009;101 (3): 577-589.
22. Ferretti R. P.,MacArthur C. A.,Dowdy N. S.The effects of an elaborated goal on the persuasive writing of students with learning disabilities and their normally achieving peers.Journal of Educational Psychology. 2000;92:694-702.
23. Ferretti R. P.,MacArthur C. A.,Okolo C. M.Teaching for historical understanding in inclusive classrooms.Learning Disability Quarterly. 2001;24:59-71.
24. Ferretti R. P.,MacArthur C. A.,Okolo C. M.Advances in learning and behavioral disabilities. Scruggs T. E.Mastropieri M. A., ed. Oxford, UK: Elsevier Science / JAI Press; 2005:261-299.
25. Ferretti R. P.,Okolo C. M.Authenticity in learning: Multimedia design projects in the social studies for students with disabilities.Journal of Learning Disabilities. 1996;29:450-460.
26. Fránquiz M. A.,Salinas C. S.Newcomers developing English literacy through historical thinking and digitized primary sources.Journal of Second Language Writing. 2011;20:196-210.
27. Graham S.,Perin D.A meta-analysis of writing instruction for adolescent students.Journal of Educational Psychology. 2007;99:445-476.
28. Grant S. G.,Gradwell J. M.,Cimbricz S. K.A question of authenticity: The document-based question as an assessment of students' knowledge of history.Journal of Curriculum and Supervision. 2004;19:309-337.
29. Halldén O.Conceptual change and the learning of history.International Journal of Educational Research. 1997;27:201-210.
30. Hexter J. H.The history primer. New York: Basic Books; 1971:.
31. Holt T.Thinking historically: Narrative, imagination, and understanding. New York: College Entrance Examination Board; 1990:.
32. Husbands C.What is history teaching? Language, ideas and meaning in learning about the past. Buckingham, UK: Open University Press; 1996:.
33. Kuhn D.The skills of argument. New York: Cambridge University Press; 1991:.
34. Leinhardt G.Knowing, teaching and learning history. Stearns P.Seixas P.Wineburg S., ed. New York: New York University Press; 2000:223-245.
35. Lewis W. E.,Ferretti R. P.Topoi and literary interpretation: The effects of a critical reading and writing intervention on high school students' analytic literary essays.Contemporary Educational Psychology. 2011;36 (4): 334-354.
36. Mink L.Historical understanding. Ithaca, NY: Cornell University Press; 1987:.
37. Moje E.Foregrounding the disciplines in secondary literacy teaching and learning: A call for change.Journal of Adolescent and Adult Literacy. 2008;52 (2): 96-107.
38. Monte-Sano C.Qualities of historical writing instruction: A comparative case study of two teachers' practices.American Educational Research Journal. 2008;45:1045-1079.
39. Monte-Sano C.Disciplinary literacy in history: An exploration of the historical nature of adolescents' writing.Journal of Learning Sciences. 2010;19 (4): 539-568.
40. Monte-Sano C.,De La Paz S.Using writing tasks to elicit adolescents' historical reasoning.Journal of Literacy Research. 2012;44 (3): 273-299.
41. Newell G. E.,Beach R.,Smith J.,VanDerHeide J.Teaching and learning argumentative reading and writing: A review of research.Reading Research Quarterly. 2011;46 (3): 273-304.
42. Newmann F.Higher order thinking in teaching social studies: A rationale for the assessment of classroom thoughtfulness.Journal of Curriculum Studies. 1990;22 (1): 41-56.
43. Nokes J. D.,Dole J. A.,Hacker D. J.Teaching high school students to use heuristics while writing historical texts.Journal of Educational Psychology. 2007;99:492-504.
44. Nussbaum E. M.,Edwards O. V.Critical questions and argument stratagems: A framework for enhancing and analyzing students' reasoning practices.Journal of the Learning Sciences. 2011;20:443-488.
45. Perfetti C. A.,Britt M. A.,Georgi M. C.Text-base learning and reasoning: Studies in history. Hillsdale, NJ: Erlbaum; 1995:.
46. Salahu-Din D.,Persky H.,Miller J.The nation's report card: Writing 2007. Washington, DC: National Center for Education Statistics; 2008:.
47. Schleppegrell M. J.,Achugar M.,Oteíza T.The grammar of history: Enhancing content-based instruction through a functional focus on language.TESOL Quarterly. 2004;38 (1): 67-93.
48. Shanahan T.,Shanahan C.Teaching disciplinary literacy to adolescents: Rethinking content-area literacy.Harvard Educational Review. 2008;78 (1): 40-59.
49. Shemilt D.The devil's locomotive.History and Theory. 1983;22:1-18.
50. Stein N.,Miller C.Advances in instructional psychology. Glaser R., ed. Hillsdale, NJ: Erlbaum; 1993:285-335.
51. Stevens R.,Wineburg S.,Herrenkohl L. R.,Bell P.Comparative understanding of school subjects: Past, present, and future.Review of Educational Research. 2005;75:125-157.
52. Suppe F.The structure of a scientific paper.Philosophy of Science. 1998;65:381-405.
53. Van Drie J.,Van Boxtel C.Historical reasoning: Towards a framework for analyzing students' reasoning about the past.Educational Psychology Review. 2008;20:87-110.
54. van Eemeren F. H.,Grootendorst R.Argumentation, communication, and fallacies: A pragma-dialectical perspective. Mahwah, NJ: Erlbaum; 1992:.
55. van Eemeren F. H.,Grootendorst R.A systematic theory of argumentation: The pragma-dialectical approach. Cambridge, England: Cambridge University Press; 2004:.
56. van Eemeren F. H.,Grootendorst R.,Henkemans F. S.Fundamentals of argumentation theory: A handbook of historical backgrounds and contemporary developments. Mahwah, NJ: Erlbaum; 1996:.
57. van Eemeren F. H.,Grootendorst R.,Henkemans F. S.Argumentation: Analysis, evaluation, and presentation. Mahwah, NJ: Erlbaum; 2002:.
58. VanSledright B.Confronting history's interpretive paradox while teaching fifth graders to investigate the past.American Educational Research Journal. 2002;39 (4): 1089-1115.
59. von Ranke L.The theory and practice of history. Florence, KY: Routledge; 2010:.
60. Walton D. N.Argumentation schemes for presumptive reasoning. Mahwah, NJ: Erlbaum; 1996:.
61. Walton D.,Reed C.,Macagno F.Argumentation schemes. Cambridge, England: Cambridge University Press; 2008:.
62. Wineburg S.Historical problem solving: A study of the cognitive processes used in the evaluation of documentary and pictorial evidence.Journal of Educational Psychology. 1991a;83 (1): 73-87.
63. Wineburg S.On the reading of historical texts: Notes on the breach between school and the academy.American Educational Research Journal. 1991b;28:495-519.
64. Wineburg S.,Martin D.Tampering with history: Adapting primary sources for struggling readers.Social Education. 2009;73 (5): 212-216.
65. Wissinger D.,De La Paz S.Effects of genre and content knowledge on historical thinking with academically diverse high school students. Paper presented at the annual meeting of American Educational Research Association; 2012; 2012.
66. Young K. M.,Leinhardt G.Writing from primary documents: A way of knowing in history.Written Communication. 1998;15:25-68.
67. Zwiers J.Integrating academic language, thinking, and content: Learning scaffolds for non-native speakers in the middle grades.Journal of English for Academic Purposes. 2006;5:317-332.