ARGUMENTATIVE WRITING THROUGH A 21ST CENTURY FRAMEWORK: AN ACTION ...

253 Pages·2017·2.32 MB·English

ARGUMENTATIVE WRITING THROUGH A 21ST CENTURY FRAMEWORK:
AN ACTION RESEARCH STUDY

Maria Pesce Stasaitis
University of Bridgeport, 2016

Patricia Mulcahy-Ernt, Ph.D., Chair

Thomas W. Christ, Ph.D., Reader

Christopher Longo, Ed.D., Reader

Thomas W. Christ, Ph.D., Director, Education Leadership Doctoral Program

Allen Cook, Ph.D., Dean, School of Education

DISSERTATION
SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS
FOR THE DEGREE OF DOCTOR OF EDUCATION IN
THE SCHOOL OF EDUCATION
UNIVERSITY OF BRIDGEPORT

Bridgeport, Connecticut
2016
© Copyright by Maria Pesce Stasaitis

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ABSTRACT
This Action Research study examined the implementation of integrated writing as
originally described by MacArthur, Graham & Schwartz (1993) in order to investigate (a)
seventh-grade English-Language Arts students' argumentative writing productions and
demonstration of cognitive complexity on a blog site, and (b) the teacher’s ability to refine
instructional planning strategies that impact student learning. This study aimed to impact teacher
practice and student learning through writing interventions and reflective planning. Qualitative
and quantitative data were collected to analyze the instructional strategies of integrated writing
that influenced student argumentative writing, student feedback and teacher reflection. The
researcher was referred to as the teacher-researcher throughout the dissertation because the
researcher was the teacher in the seventh-grade classroom. This study was designed around
argumentative writing theories that emphasized students' collaborative efforts in an online
blogging forum. Two, four-week iterations of instruction guided by the intervention and data
analysis produced data supportive of teachers utilizing integrated writing in their classrooms,
primarily teachers using conferences to support students with individualized instruction during
the drafting process of writing. The findings of this Action Research Study indicated that
intervention instruction should focus on the ideational epistemology of writing and synthesis in
cognitive complexity while giving students the opportunity to collaborate on argumentative
blogs.

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To: Arturo, Maria, Fred and Ellie

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ACKNOWLDGEMENTS
“Kindred spirits are not so scarce as I used to think. It's splendid to find out there are so many of
them in the world.”
― L.M. Montgomery, Anne of Green Gables
I would like to thank the University of Bridgeport for giving me an opportunity to work
with gifted professors on my research, especially Dr. Mulcahy-Ernt, my brilliant chair, and Dr.
Christ, our cohort leader. Thank you to Dr. Longo for your guidance, support, and expertise in
the school setting. I would also like to thank my research site in Connecticut for supporting my
study and my seventh-grade bloggers for their dedication!
I would like to thank Monette, Jennifer and Sarah Jane. We went through many
significant life changes as a group. You are my kindred spirits. I look forward to your many
successes! I would like to thank my family and friends. Without you, nothing is possible! Thank
you to my parents for always encouraging me, being a part of my dreams, and making me feel
that what I have to say is important. Thank you to my sister, Jen. You will always be my very
best friend. Thank you for Mike, Maci and my godchild, Tessa. Thank you to Mom and Dad
Stasaitis, Chris, Brian and Heather for all of your support and love. Thank you, especially, for
how you love Madison.
Lastly, thank you to my own little family Stan and Madison. Being your wife, Stan, and
your mommy, Madison, is the greatest thing that I will ever do. Thank you, Stan, for being my
partner and my best friend. You have encouraged me and have been my biggest fan. Our family
will always come first!
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LIST OF TABLES
Table 2.1: Identifying Features of Three Argumentative Epistemologies 16
Table 2.2: Smarter Balanced Assessment Consortium Rubric (2010) 20
Table 2.3: Depth of Knowledge, Webb (2005) 31
Table 2.4: Approaches to Argument 37
Table 2.5 Hillocks (2011) Systematic Unit Planning 44
Table 3.1: Worldview Matrix 53
Table 3.2: Common Core State Standards, 2010 60
Table 3.3: Validation Steps 61
Table 3.4: Unit Development Guidelines (Lois Lanning) 62
Table 3.5: Codes that Emerged from Teacher Reflection Questions Iteration 1 73
Table 3.6: Codes that Emerged from Teacher Reflection Questions Iteration 2 73
Table 3.7: Argumentative Epistemologies 75
Table 3.8: Codes that Emerged from Student Reflection Questions Iteration 1 76
Table 3.9: Codes that Emerged from Student Reflection Questions Iteration 2 77
Table 4.1: Argumentative Elements Frequencies Iteration 1 83
Table 4.2: Cognitive Complexity Frequencies Iteration 1 85
Table 4.3: Argumentative Elements Frequencies Iteration 2 103
Table 4.4: Argumentative Elements Frequencies Iteration 1 and 2 104
Table 4.5: Cognitive Complexity Frequencies Iteration 2 105
Table 4.6: Comparison of Ideational Iteration 1 and 2 105

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Table 5.1: Social Practice Iterations 1 and 2 134
Table 5.2: Ideation Epistemology Frequencies Iteration 1 142
Table 5.3 Writing Standards Grades 6-8 156
Table 6.1: Steps to Achieve Transferability with Students of Varying Ability 172
Table 6.2: Steps to Achieve Transferability in Different Writing Types 172
Table 6.3: Steps to Achieve Transferability across Content Areas 173
Table 6.4: Student Tip Block 173

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LIST OF FIGURES
Figure 1.1: Framework for 21st Century Learning Skills 4
Figure 2.1: The Zone of Proximal Development 11
Figure 2.2: Toulmin's (1958) Theory of Argument 26

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TABLE OF CONTENTS

Abstract…………………………………………………………………………………………...iv
List of Tables………………………………………………………………………………….....vii
List of Figures…………………………………………………………………………………….iv
CHAPTER ONE: INTRODUCTION……………………………………………………………..1
Problem………………………….………………………………………………………...6
Purpose…………….………………………………………………………………………7
Initial Research Question...……………………...………………………………………...7
CHAPTER TWO: REVIEW OF THE LITERATURE…………………………………………...8
Theoretical Foundation………………………………………………………………..…..9
Argumentative Writing and the Common Core………………………………………….21
Empirical Studies about Argumentative Writing………………………………………...23
Argumentation and Disciplinary Literacy……………………………………………….28
Instructional Strategies that Foster 21st Century Learning………………………………32
Research about Teaching Writing across Content Areas………………………………...33
The Present Study………………………………………………………………………..38
Intervention Writing Intervention………………………………………………………..39
Blogging………………………………………………………………………………….41
Operationally Defined Terminology……………………………………………………..45
Teacher-Researcher in Action Research………………..………………………………..46
Research Questions………………………………………………………………………50

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