Developing emerging argumentation: using disparate forms of evidence to create instructional inroads
| dc.contributor.author | Thielemier, Brian T., author | |
| dc.contributor.author | Souder, Donna, advisor | |
| dc.contributor.author | Taylor, Ted, committee member | |
| dc.contributor.author | DeWitt, Debra, committee member | |
| dc.date.accessioned | 2007-01-03T05:34:05Z | |
| dc.date.available | 2007-01-03T05:34:05Z | |
| dc.date.issued | 2013 | |
| dc.description.abstract | 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 the necessary function of evidence as a primary element of argumentation in order to more effectively construct a meaningful, sustainable argument. Through the categorization and analysis of explicit and implicit evidence, students are able to establish more meaningful claims. While this procedure elicits more student engagement and requires educators to reorient their instructional considerations, it also provides a practical starting point for all stakeholders when dealing with emerging argumentation in the classroom. | |
| dc.format.medium | born digital | |
| dc.format.medium | masters theses | |
| dc.identifier | Thielemier_colostate_0053N_11760.pdf | |
| dc.identifier.uri | http://hdl.handle.net/10217/79195 | |
| dc.language | English | |
| dc.language.iso | eng | |
| dc.publisher | Colorado State University. Libraries | |
| dc.relation.ispartof | 2000-2019 | |
| dc.rights | Copyright and other restrictions may apply. User is responsible for compliance with all applicable laws. For information about copyright law, please see https://libguides.colostate.edu/copyright. | |
| dc.subject | argument | |
| dc.subject | argumentation | |
| dc.subject | claim | |
| dc.subject | evidence | |
| dc.subject | rhetoric | |
| dc.subject | secondary | |
| dc.title | Developing emerging argumentation: using disparate forms of evidence to create instructional inroads | |
| dc.type | Text | |
| dcterms.rights.dpla | This Item is protected by copyright and/or related rights (https://rightsstatements.org/vocab/InC/1.0/). You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s). | |
| thesis.degree.discipline | English | |
| thesis.degree.grantor | Colorado State University | |
| thesis.degree.level | Masters | |
| thesis.degree.name | Master of Arts (M.A.) |
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