Learning the Language of Academic Writing: Using the C3WP as a Scaffold in the Secondary English Classroom

Item

Title

Learning the Language of Academic Writing: Using the C3WP as a Scaffold in the Secondary English Classroom

Abstract/Description

Using academic language and employing textual evidence as support is a critical component of academic writing. However, many secondary students struggle to join academic conversations because of the skills associated with this type of writing. Through the implementation of the National Writing Project's College, Career, and Community Writing Program (C3WP) (2018) and focusing on the moves of academic writers presented by Harris (2006) and Graff and Birkenstein (2017), students can find ways to use evidence in a more constructive way in their research and argumentative writing. This essay will analyze student writing samples at various levels of skill development and discuss examples of how this process looks in an actual classroom in order to examine how these resources help secondary students develop their academic writing skills. While it is a representation of one teacher’s experience, it serves as an example of the C3WP in action.

Author/creator

Lennon, John

Date

2019

In publication

Language Arts Journal of Michigan

Volume

34

Issue

2

Resource type

en Research/Scholarly Media

Resource status/form

en Published Text

Scholarship genre

en Empirical

Open access/full-text available

en Yes

Peer reviewed

en Yes

ISSN

2168-149X

DOI

10.9707/2168-149X.2211

URL

Open Access Journal Webpage (Language Arts Journal of Michigan)

Citation

Lennon, J. (2019). Learning the Language of Academic Writing: Using the C3WP as a Scaffold in the Secondary English Classroom. Language Arts Journal of Michigan, 34(2). https://doi.org/10.9707/2168-149X.2211

Cited in

Classroom Teaching and Learning as the Focus for Improvement Research

Item sets

Open Access Resource (IRE)

Handbook Chapter 7 Citations

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