ABSTRACT
This chapter explores how instruction builds over time, the usage of the construction of instructional chain to create representations of how the teaching of argumentative writing built over time. A chain represents key instructional episodes that are linked to promote the recontextualization of the social practices of a particular kind of writing. Creating an instructional chain of a teacher's argumentative writing instruction allows to select, in a principled way, the moments of instruction that are linked together to maximize student's opportunities to learn. Mr. Clark's approach to the teaching and learning of argumentative writing was a well-integrated whole shaped by years of teaching AP Language and Composition to students "eager to prepare for the rigors of college reading and writing". Statistical results suggested argumentative writing instruction featuring coherent, integrated, and recurrent instructional episodes across an instructional unit is more effective in facilitating the quality of student's argumentative written texts.
