Judging Category
Quality Assessment Research
Student Rank
Junior
College
Education and Behavioral Science
Faculty Sponsor
Dr. Dixie Keyes - dkeyes@astate.edu
Description
This research project examines the National Writing Project’s College, Career, and Community Writers’ Program (C3WP) and other resources that assist teachers in developing a multi-lesson argumentative writing instructional sequence. The project curated the entire process of writing an argumentative essay with pre-selected topics and resources for students to explore as small groups in order to contribute to class-wide discussion(s), which connect to the Self-Regulation and Constructivism learning theories. In addition to the outline of an instructional sequence, student resources such as guided note organizers and a peer-review rubric were developed, demonstrating how teachers adapt instructional materials. The significance of this research is for students to gain a deep understanding of argumentation that they can apply to other content area topics and purposes and to open instructional spaces in writing instruction that help them value argumentative writing as a tool for impacting their peer groups, classrooms, and communities.
Disciplines
Education
License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Recommended Citation
Huffmaster, Elizabeth, "From Sequence to Skill: Building Argumentative Writers through Structured Inquiry" (2026). Create@State. 47.
https://arch.astate.edu/evn-createstate/2026/posters/47
Included in
From Sequence to Skill: Building Argumentative Writers through Structured Inquiry
This research project examines the National Writing Project’s College, Career, and Community Writers’ Program (C3WP) and other resources that assist teachers in developing a multi-lesson argumentative writing instructional sequence. The project curated the entire process of writing an argumentative essay with pre-selected topics and resources for students to explore as small groups in order to contribute to class-wide discussion(s), which connect to the Self-Regulation and Constructivism learning theories. In addition to the outline of an instructional sequence, student resources such as guided note organizers and a peer-review rubric were developed, demonstrating how teachers adapt instructional materials. The significance of this research is for students to gain a deep understanding of argumentation that they can apply to other content area topics and purposes and to open instructional spaces in writing instruction that help them value argumentative writing as a tool for impacting their peer groups, classrooms, and communities.
