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ERIC Number: EJ1145137
Record Type: Journal
Publication Date: 2017
Pages: 9
Abstractor: As Provided
Reference Count: 26
ISBN: N/A
ISSN: ISSN-0037-7996
Arguing for Democracy: A Multimodal Approach to Argumentative Writing Instruction in the Social Studies Classroom
Dingler, Matt
Social Studies, v108 n3 p111-119 2017
Democratic societies require a citizenry skilled in argumentation. At present, the written argument maintains primacy among communicative modes. Because of its cognitive demands, written argumentation is often difficult to teach. A multimodal approach to writing instruction carries the potential to assist struggling learners. This article outlines an instructional approach in which students engage with a visual argument to better understand the essentials of argumentation, as specified by the Toulmin Method. It asserts that once students have deepened their understanding of argument via a visual mode, they will then be able to apply this understanding to the written mode of argumentation. It concludes with a brief discussion of how students may apply their understanding of multimodal argumentation toward civic engagement.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A