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Better Arguments, Stronger Writing.

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Bibliographic Details
Title: Better Arguments, Stronger Writing.
Authors: Fisher, Douglas1, Frey, Nancy1
Source: Educational Leadership. May2025, Vol. 82 Issue 8, p10-11. 2p.
Subject Terms: *Teaching, *Students, *Education, *Reasoning, Argument, Tissue scaffolds
Abstract: The article emphasizes the importance of teaching students to construct well-reasoned arguments by using the claim, evidence, and reasoning framework while also learning to anticipate and respond to counterclaims. Topics include sentence-level comprehension, structuring arguments with supporting evidence, and using scaffolds to help students evaluate and revise their claims in response to new information.
Database: Education Research Complete
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DbLabel: Education Research Complete
An: 185090702
AccessLevel: 6
PubType: Periodical
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  Data: Better Arguments, Stronger Writing.
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  Data: <searchLink fieldCode="JN" term="%22Educational+Leadership%22">Educational Leadership</searchLink>. May2025, Vol. 82 Issue 8, p10-11. 2p.
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  Label: Abstract
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  Data: The article emphasizes the importance of teaching students to construct well-reasoned arguments by using the claim, evidence, and reasoning framework while also learning to anticipate and respond to counterclaims. Topics include sentence-level comprehension, structuring arguments with supporting evidence, and using scaffolds to help students evaluate and revise their claims in response to new information.
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=185090702
RecordInfo BibRecord:
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      – Code: eng
        Text: English
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        PageCount: 2
        StartPage: 10
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      – SubjectFull: Teaching
        Type: general
      – SubjectFull: Students
        Type: general
      – SubjectFull: Education
        Type: general
      – SubjectFull: Reasoning
        Type: general
      – SubjectFull: Argument
        Type: general
      – SubjectFull: Tissue scaffolds
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      – TitleFull: Better Arguments, Stronger Writing.
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            – D: 01
              M: 05
              Text: May2025
              Type: published
              Y: 2025
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