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2018
Volume 106, Issue 5
  • ISSN: 0013-8274
  • E-ISSN: 2161-8895

Abstract

The author explores the tension between the social and cognitive definition of “argument” in the Common Core’s theoretical rationale and the structural approach to argument reflected in the exemplars of student writing, evaluating the implications of these inconsistencies for the high school English classroom.

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/content/journals/10.58680/ej201729090
2017-05-01
2024-05-27
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http://instance.metastore.ingenta.com/content/journals/10.58680/ej201729090
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  • Article Type: Research Article
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