Graduate Thesis Or Dissertation
 

Argument and common ground : scholarly research meets the common core state standards

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https://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/rv042x51f

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  • This thesis examines the recent history of the teaching of argument and its implications in the face of new writing standards being implemented in K-12 classrooms under the Common Core State Standards. The new educational policies will shift the focus of writing instruction onto argument writing as part of students' "college readiness." In a survey and analysis of the argument scholarship in the National Council of Teachers of English’s (NCTE) premier journals on the teaching of writing, College English and College Composition and Communication, I demonstrate the clear trend in college argument scholarship away from initially hostile, two-sided debates. Scholarship in these journals instead advocates for process-oriented argument pedagogies that account for multiple voices, working towards arguments of cooperation and skills that can be transferred out of the classroom and into real-world problem-solving scenarios. Through close readings of the Common Core State Standards for Writing in Grades 11-12 and the NCTE's college-readiness document, the Framework for Success in Postsecondary Writing, I argue that teachers of argument can honor the commitment to cooperation present in argument scholarship while meeting the state standards by using the Framework as a guide to pedagogy, which is not dictated by the standards. This thesis challenges the assumptions of opposition between policy and pedagogy in the teaching of argument by seeking their common ground.
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