Disciplinary Argumentation in Writing Forum

The purpose of the Disciplinary Argumentation in Writing Forum (June 1 and June 2) is to bring together nationally recognized experts from several fields to seek to move the field forward in instruction and research on written argumentation, which we contend is an essential element in promoting civic engagement among adolescents.

Writing is pervasive in our social, educational, and occupational lives and permits us to communicate, learn, persuade, record, reflect, imagine, and even heal (Bazerman et al., 2018). Because it is such a flexible and powerful tool, writing is viewed as a key competence that children must master (UNESCO, 2017). But, given persistent problems of poor student performance on NAEP assessments requiring writing (2011; 2017), post-secondary outcomes are concerning for many students in the United States, and is especially concerning for students of color and others who are at risk. In response, we ask selected scholars from a variety of perspectives and disciplines how they define written arguments, what teachers know about teaching written arguments, and how researchers can support teachers in their efforts. Further, we ask how social, cultural, and historical factors influence the study of written arguments, or their teaching.