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Rather than an act of domination, a good argument can be “an invitation to collaborate, to reason together and, perhaps, to find and inhabit common ground,” writes Notre Dame English professor, John Duffy. This issue will look at how teachers are helping students approach argument writing with a sense of inquiry—generating relevant questions or claims that are supported with clear reason and vetted evidence. How do you engage students in crafting different types of arguments? What processes do you teach for evaluating an argument’s strengths and weaknesses? Being able to write a good argument is an expectation of all high school graduates; how do you relate this core competency to students’ future work in college and careers? No matter your grade level or content area, we want to know the strategies, tools, and lessons you’re using to help students write better arguments.
ASCD Express is looking for 600–1,000-word essays or brief multimedia content on the theme “Well-Argued Writing.” Guidelines for submissions are here; please send your submissions to email@example.com by July 1.