ABSTRACT
This chapter centers on source-based argumentative writing in the secondary context. It argues that intertextuality within this genre is particularly complex, which accounts for many of the challenges argument writers across contexts have been shown to face. Following a brief overview of the source-based argumentative writing genre, the chapter focuses on the potential of one intervention – the College, Career, and Community Writer’s Program - that has been shown to effectively cultivate multilingual writers’ argument writing development. The chapter explains how source use within this argumentative writing program has been conceived and operationalized in the curriculum in engaging, skill-focused, civically oriented, culturally, and linguistically responsive ways. Visual tools, links to useful classroom resources, and a practical lesson plan outline are included in the chapter to effectively demonstrate this approach to effective source-based argumentative writing pedagogy in the secondary context.
