ABSTRACT
This conclusion presents some closing thoughts on the concepts covered in this book. The study of the teaching and learning of argumentative writing has two goals: To study how high school English language teachers with local reputations for excellence teach argumentative writing and how their approaches vary across classroom contexts; To study how these instructional contexts shape what and how students learn about argumentation and argumentative writing. Studies of students uptakes of classroom assignments, audiences, assessment essay prompts, and written commentary on their papers have discussed how their co constructions of classroom and writing expectations are not wholly idiosyncratic. In an era of Common Core State Standards and calls for "critical thinking", the ability to compose a high-quality argument in writing is critical for the academic success of high school students. One of the clear findings from the study of instructional conversations seems related to the dialogic double-voicing as a social practice for building social, intertextual relationships with audiences.
