NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1097472
Record Type: Journal
Publication Date: 2016-Apr
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1741-4350
Authors and Citizens: Sociological Imagination and the Writing of Evidence-Based Argument
Jaeger, Elizabeth L.
Literacy, v50 n2 p100-109 Apr 2016
Educational standards documents worldwide include reading and writing of evidence-based argument as a major focus. In order to help students craft arguments that will be considered seriously by those with the power to make changes that affect them, educators need to cultivate within students their sociological imagination--that is, an understanding of the ways in which they are influenced by, but can also influence social structures. This article describes a study in which fourth-grade students (ages 9-10 years) considered issues that were of concern to them and to which audiences they might best address these concerns. They also learned the rhetorical structures required to effectively communicate their recommendations. Data collected include planning documents, rough and final drafts and interview transcripts. Students demonstrated success in a range of areas: grasping the concept of sociological imagination, mastering genre format and assuming roles as citizens of a democracy.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 4; Intermediate Grades
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A