Teaching argument as a criteria-driven process
Asserts that students have difficulty presenting convincing arguments because they have little experience with well-reasoned argumentation. Outlines the parts of an argument and how to practice oral and written argumentation. States that students need specific criteria with which to analyze/evaluate writing and a gradual move from teacher-led work to independent production. (PRA)
Anderson, E. M. & Hamel, F. L. (1991). Teaching argument as a criteria-driven process. English Journal 80 (7), 43-49.