Authors and citizens

Sociological imagination and the writing of evidence-based argument

Research output: Contribution to journalArticle

Abstract

Educational standards documents worldwide include reading and writing of evidence-based argument as a major focus. In order to help students craft arguments that will be considered seriously by those with the power to make changes that affect them, educators need to cultivate within students their sociological imagination - that is, an understanding of the ways in which they are influenced by, but can also influence social structures. This article describes a study in which fourth-grade students (ages 9-10 years) considered issues that were of concern to them and to which audiences they might best address these concerns. They also learned the rhetorical structures required to effectively communicate their recommendations. Data collected include planning documents, rough and final drafts and interview transcripts. Students demonstrated success in a range of areas: grasping the concept of sociological imagination, mastering genre format and assuming roles as citizens of a democracy.

Original languageEnglish (US)
JournalLiteracy
DOIs
StateAccepted/In press - 2016

Fingerprint

citizen
evidence
student
social structure
genre
educator
democracy
planning
imagination
interview
Education
Educators
Social Structure
Rhetorical Structure
Democracy
Draft
Planning

Keywords

  • Citizenship
  • Curriculum standards/frameworks
  • Evidence-based argument
  • Writing

ASJC Scopus subject areas

  • Education
  • Language and Linguistics

Cite this

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