Peer-reviewed
Teaching Argument as a Criteria-Driven Process
Asserts that students have difficulty presenting convincing arguments because they have little experience with well-reasoned argumentation. Outlines the parts of an argument and how to practice oral and written argumentation. States that students need specific criteria with which to analyze/evaluate writing and a gradual move from teacher-led work to independent production. (PRA)
Article, 1991
English Journal, 80, Nov 1991, 43
0013-8274
425292587
English