ABSTRACT
It is important to study the interrelationship between the interactional and institutional forces at work with the actual written products generated as part of understanding students being socialized into argumentative writing practices within English language arts classrooms. The approach to argumentative writing that presents an integration of topic or essay content with the development of the argument. However, in some of the classrooms, teachers are particularly concerned with their students learning how to apply the Toulmin model of argumentation to a topic that had not been considered during the instructional conversation. In some cases, the teacher's experiences with preparing students for writing assessments such as the Advanced Placement Language and Composition test shaped how they taught argumentative writing in other classrooms. Procedures and knowledge, which are initially co-constructed in interaction with others during classroom discussions, are then internalized and reconstructed to become a unique personal resource that is used for composing a high-quality argumentative essay.
