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A Genre-Based Approach to Teaching Argument Writing

  • Kathleen RamosEmail author
Chapter
Part of the English Language Education book series (ELED, volume 17)

Abstract

This chapter provides an authentic classroom example of a research-based approach that secondary ESOL/ELA teachers can apply to teach ELLs from diverse cultural, linguistic, and educational backgrounds to write an academic-style, authoritative argument. Using the teaching and learning cycle (TLC) of genre pedagogy, teachers can make visible and tangible the language tools, or academic language resources, that ELLs can employ to write well in this critical genre. Grounded in theories of language and learning, teachers can use the TLC to design and implement instruction that strengthens ELLs’ academic language and literacy development while supporting learning of grade-level disciplinary content.

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Copyright information

© Springer Nature Switzerland AG 2019

Authors and Affiliations

  1. 1.College of Education & Human DevelopmentGeorge Mason UniversityFairfaxUSA

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