Teaching Students to Write Argument ─ Essays That Define Comparison / Contrast Essays, Personal Narratives, Research Reports, Fictional Narratives

This first volume in a new series intended to aid middle and high school writing teachers focuses on writing arguments. While traditional writing instruction emphasizes form, the structured process approach used here encourages group interaction and the use of topics that students really care about. The book progresses through the development of more complex arguments with specific examples of writing tasks. Each chapter ends with suggested ways to extend the process or questions for reflection. No index is provided. Annotation c2012 Book News, Inc., Portland, OR (booknews.com)

Peter Smagorinsky is the coauthor of The Dynamics of Writing Instruction (2010) and author of Teaching English by Design (2007). Peter taught high school English from 1976 to 1990 in public schools outside Chicago and now teaches in the program in English Education at The University of Georgia. In 2007 he was presented with the UGA Graduate School Outstanding Mentoring Award in Humanities and Fine and Applied Arts. Peter is the author or coauthor of numerous books and articles, including the Heinemann title Reflective Teaching, Reflective Learning, which he coedited in 2006.Thomas M. McCann, Larry R. Johannessen, Elizabeth Kahn, Peter Smagorinsky, and Michael W. Smith were all graduate students of George Hillocks, Jr. at the University of Chicago. They have explored ways to engage critical readers, writers, and speakers in more than 30 books, in over 300 articles, and in hundreds of presentations all over the world. Together, they have over eighty years experience as secondary English teachers, and as university faculty they have taught hundreds of preservice and practicing teachers. They've been friends and collaborators for years.Thomas M. McCann, Larry R. Johannessen, Elizabeth Kahn, Peter Smagorinsky, and Michael W. Smith were all graduate students of George Hillocks, Jr. at the University of Chicago. They have explored ways to engage critical readers, writers, and speakers in more than 30 books, in over 300 articles, and in hundreds of presentations all over the world. Together, they have over eighty years experience as secondary English teachers, and as university faculty they have taught hundreds of preservice and practicing teachers. They've been friends and collaborators for years.Thomas M. McCann, Larry R. Johannessen, Elizabeth Kahn, Peter Smagorinsky, and Michael W. Smith were all graduate students of George Hillocks, Jr. at the University of Chicago. They have explored ways to engage critical readers, writers, and speakers in more than 30 books, in over 300 articles, and in hundreds of presentations all over the world. Together, they have over eighty years experience as secondary English teachers, and as university faculty they have taught hundreds of preservice and practicing teachers. They've been friends and collaborators for years.