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Dialogic Argument Writing and Disciplinary Literacy in 4th-12th Grade Science, Social Studies, and English Language Arts

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Title: Dialogic Argument Writing and Disciplinary Literacy in 4th-12th Grade Science, Social Studies, and English Language Arts
Language: English
Authors: Shea N. Kerkhoff (ORCID 0000-0003-0052-4923), Diana M. Hammond, Astri Napitupulu, Nancy R. Singer, Jasmin Easterling, Julie Sheerman, Katie Kline, Amy Lannin, Katherine O'Daniels
Source: Journal of Adolescent & Adult Literacy. 2025 69(2).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 14
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Secondary Education
Descriptors: Dialogs (Language), Persuasive Discourse, Writing (Composition), Literacy, Elementary Secondary Education, Science Education, Social Studies, English Instruction, Language Arts, Writing Across the Curriculum, Classroom Communication
DOI: 10.1002/jaal.70017
ISSN: 1081-3004
1936-2706
Abstract: Teachers across disciplines seek to support students' abilities to clearly communicate in writing, and to critically engage ideas and texts in argumentation, including argument writing and related classroom discussions. This qualitative study presents findings of source-based argument writing in science, social studies, and English language arts grounded in dialogic argumentation. We explored how 4th-12th grade teachers approached dialogic argument writing within their discipline. The results reflect teachers' growing understanding of argument as dialogic in nature and shaped by discipline. Data suggest teachers were able to take up a dialogic approach across disciplines and found doing so beneficial to student engagement and writing outcomes.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1481412
Database: ERIC
FullText Text:
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  Data: Dialogic Argument Writing and Disciplinary Literacy in 4th-12th Grade Science, Social Studies, and English Language Arts
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  Data: <searchLink fieldCode="AR" term="%22Shea+N%2E+Kerkhoff%22">Shea N. Kerkhoff</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0052-4923">0000-0003-0052-4923</externalLink>)<br /><searchLink fieldCode="AR" term="%22Diana+M%2E+Hammond%22">Diana M. Hammond</searchLink><br /><searchLink fieldCode="AR" term="%22Astri+Napitupulu%22">Astri Napitupulu</searchLink><br /><searchLink fieldCode="AR" term="%22Nancy+R%2E+Singer%22">Nancy R. Singer</searchLink><br /><searchLink fieldCode="AR" term="%22Jasmin+Easterling%22">Jasmin Easterling</searchLink><br /><searchLink fieldCode="AR" term="%22Julie+Sheerman%22">Julie Sheerman</searchLink><br /><searchLink fieldCode="AR" term="%22Katie+Kline%22">Katie Kline</searchLink><br /><searchLink fieldCode="AR" term="%22Amy+Lannin%22">Amy Lannin</searchLink><br /><searchLink fieldCode="AR" term="%22Katherine+O'Daniels%22">Katherine O'Daniels</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Adolescent+%26+Adult+Literacy%22"><i>Journal of Adolescent & Adult Literacy</i></searchLink>. 2025 69(2).
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: <searchLink fieldCode="DE" term="%22Dialogs+%28Language%29%22">Dialogs (Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Persuasive+Discourse%22">Persuasive Discourse</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+%28Composition%29%22">Writing (Composition)</searchLink><br /><searchLink fieldCode="DE" term="%22Literacy%22">Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Education%22">Science Education</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Studies%22">Social Studies</searchLink><br /><searchLink fieldCode="DE" term="%22English+Instruction%22">English Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Arts%22">Language Arts</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Across+the+Curriculum%22">Writing Across the Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Communication%22">Classroom Communication</searchLink>
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  Data: 10.1002/jaal.70017
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  Data: 1081-3004<br />1936-2706
– Name: Abstract
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  Data: Teachers across disciplines seek to support students' abilities to clearly communicate in writing, and to critically engage ideas and texts in argumentation, including argument writing and related classroom discussions. This qualitative study presents findings of source-based argument writing in science, social studies, and English language arts grounded in dialogic argumentation. We explored how 4th-12th grade teachers approached dialogic argument writing within their discipline. The results reflect teachers' growing understanding of argument as dialogic in nature and shaped by discipline. Data suggest teachers were able to take up a dialogic approach across disciplines and found doing so beneficial to student engagement and writing outcomes.
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  Data: 2025
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