Disciplinary Literacy in History: An Exploration of the Historical Nature of Adolescents' Writing

180 citations recorded by the source corpus.

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

Beyond Reading Comprehension and Summary: Learning to Read and Write in History by Focusing on Evidence, Perspective, and Interpretation (2011, background): “Mr. Lyle and his students were part of a larger project on teaching evidence-based writing in history classrooms (Monte-Sano, 2008, 2010).”
Developing Historical Reading and Writing With Adolescent Readers: Effects on Student Learning (2014, background): “These goals were based in part on past findings that teachers can help students to develop evidence-based writing by assigning argument and analytical writing in combination with reading multiple texts (Monte-Sano, 2010; Wiley & Voss, 1999; Young & Leinhardt, 1998).”
Adolescents’ Disciplinary Use of Evidence, Argumentative Strategies, and Organizational Structure in Writing About Historical Controversies (2012, methodology): “Prior analyses of students’ historical writing (De La Paz, 2005; De La Paz & Felton, 2010; Monte-Sano, 2010) led us to expect that students’ use of documents would contribute to the prediction of the overall quality of students’ papers.”
Using Writing Tasks to Elicit Adolescents’ Historical Reasoning (2012, background): “To date, much of the research on history writing has focused on how students draw on multiple sources in constructing argumentative essays (De La Paz, 2005; De La Paz & Felton, 2010; Monte-Sano, 2010; Young & Leinhardt, 1998).”