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Introduction: this annotated bibliography details three scholarly articles about teaching
argumentative writing. In Towards a more explicit writing pedagogy: The complexity of
teaching argumentative writing by Jacquil Dornback and Dixon Kerryn, the importance of clear
and explicit assessment and prompts in argumentative writing is explored. In Improving the
Argumentative Writing of Students with Learning Disabilities: Descriptive and Normative
Considerations by Ralph P. Ferretii, Scott Andrews-Weckerly, and Williams E. Lewis, explore
how a normative approach to critical standards that guide argumentative writing can help
students with learning disabilities. In Teaching Argumentative Writing Through Film by Jan
Fluitt-Dupuy, the pros/cons of using film to teach argumentative writing is explored. These three
articles all explore how to best teach argumentative writing, but they also speak to me directly as
a film loving sufferer of ADHD who wants to learn the best way to teach children with learning
disabilities.

August Chien
Dr. Cook
ENG 3850
May 9th, 2016
Argumentative writing annotated bibliography
Source 1
Towards a more explicit writing pedagogy: The complexity of teaching argumentative writing

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Dornbrack, Jacqui1, jacqui.dornbrack@uct.ac.za, and Kerryn Dixon. "Towards A More
Explicit Writing Pedagogy: The Complexity Of Teaching Argumentative Writing."
Reading & Writing (20798245) 5.1 (2014): 1-8. Education Source.

This article by Jacqui Dornbrack and Kerryn Dixon explores the challenges of teaching
the genre specific skills required in effective argumentative writing. They focus on what the
student is actually learning through an analysis of grade 10 student work. They built on the
statistics gathered in a larger project that sought to explore student writing in disadvantaged high
schools. The study included twice weekly class observation, student work review, and teacher
interviews. What they found that planning and brain storming is critical in effective
argumentative writing. It allowed the student to visualize and organize the complex and abstract
ideas inherent to argumentative writing. By organizing their ideas into claims, counter claims,
supporting evidence they were able to craft arguments that were much more cohesive and
effective. The study reviews also found that the assessment and prompt of the assignment was of
critical importance in regard to student success. Explicitly stated goals of the essay and a clear
and quantifiable rubric helped the students immensely.
This article builds on what we have covered in class. I will always try and emphasize
preparation and organization in my class. I still plan out and visualize the ideas I want to express
in my writing. Also the article emphasized the importance of concise prompts and assessment.
Without clearly defined goals in both the prompt and the rubric the student is left floundering,
which is never a good thing.

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Source 2
Improving the Argumentative Writing of Students with Learning Disabilities: Descriptive and
Normative Considerations
Ferretti, Ralph P., Scott Andrews-Weckerly, and William E. Lewis. "Improving The
Argumentative Writing Of Students With Learning Disabilities: Descriptive And
Normative Considerations." Reading & Writing Quarterly 23.3 (2007): 267-285. ERIC.

This article by Ralph P. Ferretii, Scott Andrews-Weckerly, Williams E. Lewis explore the
effectiveness of the two differing ways to teach argumentative writing students to students with
learning disabilities. The first type that has received the most research and attention is the
descriptive approach or understanding the influence of content and context on argumentative
performance. The main focus of this article and the least researched approach to argumentative
writing is the normative approach. The normative approach centers around how critical standards
can be ideally used to guide argumentation. The authors used several empirical studies (Van
Emeren &Grootendorst 1992,Walton 1996){-studies fully cited in article-}. They found that
instead of using a regular descriptive approach, students with learning disabilities learn best
using a normative approach. This normative approach involves using critical questions in the
instructional program. This allows students an equal footing regardless of there learning ability.
By asking the same specific and critical questions during the planning and writing the teacher
provides an equal opportunity of success to all students.
As a student with ADHD I know first hand how tough school can be, as a teacher I want
to do everything in my power to level the playing field. Its of the upmost importance to ask the

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critical questions that stimulate and motivate every student especially those with learning
disabilities.

Source 3
Teaching Argumentative Writing Through Film
Fluitt-Dupuy, Jan. "Teaching Argumentative Writing Through Film." TESOL Journal 10.4
(2001): 10-15. ERIC. Web. 24 Mar. 2016.

This article by Jan Fluitt-Dupuy argues that film should be used as an instructional tool in
teaching argumentative writing. Dupuy outlines several factors in choosing the perfect movie for
the lesson: strong visual detail, quick plot, good acting/directing, strong themes, and finally
teacher interest. After viewing the film the students must write a review with a central thesis
about the film. Dupuy likes to read two drafts and a peer edit of the review. Dupuy when grading
looks for: strong thesis and support, logical organization, sufficient supporting detail, clarity,
conciseness, appropriate style. Through film Dupuy finds another medium and perspective in
which to teach argumentative writing. Student reaction to this lesson is judged through surveys
they fill out after the lesson.
I love this lesson and want to copy it because Im a film major as well as a secondary ed
major. I love film and think it is an incredible way to engage and educate students. I dont think
its appropriate to use film heavily but I think after every unit or book read a film should be
taught or at least a clip used in a lesson. This serves to broaden the students horizons and also
break the monotony of reading all the time.