Emily Howell|Tracy Butler|David Reinking
Integrating Multimodal Arguments Into High School Writing Instruction
Iowa State University|Anderson University - South Carolina|Clemson University
conducted formative experiment investigating intervention engaged students constructing multimodal arguments could integrated high school english instruction improve students argumentative writing intervention entailed three essential components construction arguments defined claims evidence warrants b digital tools enabled construction multimodal arguments c process approach writing intervention implemented 11 weeks high school english classrooms data included classroom observations interviews teacher students administrators student reflections products students created data analyzed using groundedtheory coding constantcomparison analysis informed iterative modifications intervention retrospective analysis led several assertions contributing emerging pedagogical theory may guide efforts promote high school students ability construct arguments using digital tools