Connie Juel and colleagues (2010) suggested as our students move through adolescence and into adulthood, they will encounter an increasing number and range of texts designed to convince them to buy, vote, or think in a particular way. Students should be prepared to analyze these positions (arguments) to successfully navigate their daily lives. Change does not happen easily, but with a mission and clear efforts to help students work on understanding and generating greater amounts of informational text writing, we can, beginning with small steps, expand our repetoire of writing practices and the range of writing pieces created by students. Argumentation writing is an excellent starting place to begin making these changes.
References
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"It is critical at times to step back and reflect on our practices."
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