Arguing for Democracy: A Multimodal Approach to Argumentative Writing Instruction in the Social Studies Classroom

Autor/in	Dingler, Matt
Titel	Arguing for Democracy: A Multimodal Approach to Argumentative Writing Instruction in the Social Studies Classroom
Quelle	In: Social Studies, 108 (2017) 3, S.111-119 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0037-7996
DOI	10.1080/00377996.2017.1324393
Schlagwörter	Democratic Values; Citizenship Education; Interdisciplinary Approach; Persuasive Discourse; Writing Instruction; Social Studies; Teaching Methods; Visual Literacy; Visual Arts; Learning Activities; Writing Skills; Skill Development; Models + Suchen Sie Ihr Suchwort? Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Persuasion; Persuasive Kommunikation; Schreibunterricht; Gemeinschaftskunde; Teaching method; Lehrmethode; Unterrichtsmethode; Literacy; Visualization; Visualisation; Schreib- und Lesekompetenz; Visualisierung; Optische Gestaltung; Lernaktivität; Writing skill; Schreibfertigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Analogiemodell
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01