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Teaching and Learning of Sophisticated Argumentative Writing Based on Dialogic Views of Rationality in High School Language Arts Classrooms: A Formative and Design Experiment

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2016, Doctor of Philosophy, Ohio State University, EDU Teaching and Learning.
This dissertation examines how dialogic views of rationality might be employed in the teaching of argumentative writing in ways that lead to the development of sophisticated argumentative writing. The theoretical framing of the study was grounded in social constructivism, micro-ethnographic discourse analysis, a social practice approach to literacy, and multiple views of dialogic rationality. The setting for the study was two high school language arts classrooms in the Midwest of the United States focusing on argumentative writing over a period of one academic year from Autumn 2013 to Spring 2014. The methodology employed in the study was a formative and design experiment in which dialogic views of rationality were incorporated into classroom argumentative practices in iterative cycles that were performed for the purposes of generating questions and conjectures, designing interventions, engaging in interventions, and conducting retrospective analyses. Using micro-ethnographic discourse analysis, the video files of the classroom interactions and interviews with the teachers and students were analyzed to contextualize students’ argumentative writing and to clarify our understanding of their improvements and struggles. Findings from the study include that argumentative practices that developed from dialogic views of rationality positively affected students’ development of sophisticated argumentative writing. In particular, taking an explorative stance toward complexity made a difference by extending students’ ways of dealing with complexity. Students’ products showed that they were able to heuristically construct tensions, progress in their ideas from exploring tensions, and integrate the insights they gained from exploring tensions into their thesis. Based on these findings, theoretical constructs were generated about the system of evidence, the system of warrants, response to complexity, the development of a thoughtful thesis, and the role of these constructs in the development of sophisticated argumentative writing.
David Bloome , Dr. (Advisor)
George Newell, Dr. (Committee Member)
Richard Voithofer, Dr. (Committee Member)
Cynthia Selfe, Dr. (Committee Member)
463 p.

Recommended Citations

Citations

  • Ryu, S. (2016). Teaching and Learning of Sophisticated Argumentative Writing Based on Dialogic Views of Rationality in High School Language Arts Classrooms: A Formative and Design Experiment [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1480723088849561

    APA Style (7th edition)

  • Ryu, Sanghee. Teaching and Learning of Sophisticated Argumentative Writing Based on Dialogic Views of Rationality in High School Language Arts Classrooms: A Formative and Design Experiment. 2016. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1480723088849561.

    MLA Style (8th edition)

  • Ryu, Sanghee. "Teaching and Learning of Sophisticated Argumentative Writing Based on Dialogic Views of Rationality in High School Language Arts Classrooms: A Formative and Design Experiment." Doctoral dissertation, Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1480723088849561

    Chicago Manual of Style (17th edition)