​​​​Jason Wakeman​

Critical Media Literacy as an
Introduction to Argument Analysis

 

Abstract:    

    Research, from the discipline of philosophy, on teaching informal reasoning and critical

thinking has produced a rich body of methods for teaching argumentation skills, skills which are

increasingly recognized under college and career readiness standards. The Common Core, for

example, asks students to “delineate and evaluate the argument and specific claims in a text,

assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify

false statements and fallacious reasoning.” Standards like this ask students to develop skills

remarkably similar to those developed in college-level critical thinking courses. While some

methods have been adapted in high school ELA classrooms, primarily the Toulmin Scheme,

many other methods developed within philosophy, although well supported by research, have

not generally been incorporated into secondary curricula.

 

    In this action research study I constructed and critiqued a unit for teaching

argumentation in a Sophomore English classroom using methods drawn from philosophy,

including argument mapping and dialogue theory. By closely analyzing the unit, its execution,

and student understandings, I was able to improve my own personal practice and provide

actionable advice and strategies for others seeking to teaching argumentation.

 

Results forthcoming.