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Direct linkNokes, Jeffery D.; De La Paz, Susan – Written Communication, 2023
In this article, we explore the uniqueness of argumentation within the field of history, considering whether historians' processes in crafting an interpretive argument from inexact evidence might provide insights into processes vital for informed civic engagement and civil dialogue in democratic societies. We discuss the role of argumentation in…
Descriptors: History, Historical Interpretation, Persuasive Discourse, Writing (Composition)
De La Paz, Susan; Levin, Daniel M.; Butler, Cameron – Written Communication, 2023
Students with disabilities (SWD) in general education science classes are expected to engage in the scientific practices and potentially in the writing of arguments drawn from evidence. Currently, however, there are few research-based instructional approaches for teaching argument writing for these students. The present article responds to this…
Descriptors: Writing Instruction, Teaching Methods, Students with Disabilities, Writing (Composition)
Monte-Sano, Chauncey; De La Paz, Susan; Felton, Mark – Teachers College Press, 2014
Although the Common Core and C3 Framework highlight literacy and inquiry as central goals for social studies, they do not offer guidelines, assessments, or curriculum resources. This practical guide presents six research-tested historical investigations along with all corresponding teaching materials and tools that have improved the historical…
Descriptors: History Instruction, Persuasive Discourse, Writing Instruction, Literacy
Peer reviewedDe La Paz, Susan; Graham, Steve – Exceptional Children, 1997
A study of three fifth-grade students with learning disabilities examined the effectiveness of a strategy deigned to help them become more reflective when writing opinion essays. Following the instruction, students wrote essays that were longer, provided more support for their premise, and were qualitatively better. (Author/CR)
Descriptors: Essays, Instructional Effectiveness, Intermediate Grades, Learning Disabilities
Peer reviewedDe La Paz, Susan; Graham, Steve – Journal of Educational Psychology, 2002
In the present study, middle school students were directly taught strategies that facilitated the execution of writing processes, skills, and knowledge involved in planning, drafting, and revising text. Students in the experimental treatment condition produced essays that were longer, contained more mature vocabulary, and were qualitatively…
Descriptors: Instructional Effectiveness, Middle School Students, Middle Schools, Revision (Written Composition)
Peer reviewedDe La Paz, Susan – Focus on Exceptional Children, 1999
Self-regulated strategy development (SRSD) is presented as way that middle school students with learning disabilities can learn task-specific strategies for composing. A strategy for planning expository essays is discussed, along with the PLAN and WRITE strategies for teaching basic parts of an essay, different types of sentences, synonyms, and…
Descriptors: Essays, Expository Writing, Learning Disabilities, Middle School Students
Peer reviewedDe La Paz, Susan – Learning Disability Quarterly, 1999
Provides a rationale for using an oral mode of production as a means of composing for individuals with learning disabilities. Supporting research on the use of dictation and studies of both simulated and existing speech-recognition systems with this population are reported. Recommendations are offered for teachers who plan to use dictation or…
Descriptors: Communication (Thought Transfer), Computer Software, Computer Uses in Education, Dictation
