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George E. Newell
Ohio State University
24Publications
10H-index
331Citations
Publications 26
Newest
Source
#1David BloomeH-Index: 20
#2George E. NewellH-Index: 10
Last.Allison Wynhoff OlsenH-Index: 2
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#1David BloomeH-Index: 20
#2George E. NewellH-Index: 10
Last.Allison Wynhoff OlsenH-Index: 2
view all 12 authors...
Source
#1David BloomeH-Index: 20
#2George E. NewellH-Index: 10
Last.Allison Wynhoff OlsenH-Index: 2
view all 12 authors...
Source
#1David BloomeH-Index: 20
#2George E. NewellH-Index: 10
Last.Allison Wynhoff OlsenH-Index: 2
view all 12 authors...
Source
#1David BloomeH-Index: 20
#2George E. NewellH-Index: 10
Last.Allison Wynhoff OlsenH-Index: 2
view all 12 authors...
Source
#1David BloomeH-Index: 20
#2George E. NewellH-Index: 10
Last.Allison Wynhoff OlsenH-Index: 2
view all 12 authors...
Source
#1David BloomeH-Index: 20
#2George E. NewellH-Index: 10
Last.Allison Wynhoff OlsenH-Index: 2
view all 12 authors...
Source
#1George E. Newell (OSU: Ohio State University)H-Index: 10
#2David Bloome (OSU: Ohio State University)H-Index: 20
Last.Brenton Goff (OU: Ohio University)H-Index: 1
view all 4 authors...
A widespread instructional practice in the teaching of argumentative writing is the use of writing samples or models during instructional conversations about what counts as “good argumentative writing.” In this article, we focus on a set of lessons in a high school English language arts classroom in order to gain insight into how a teacher’s use of writing samples contributed not only to what counts as “good argumentative writing” in that classroom, but how her instructional conversations with a...
2 CitationsSource
#1George E. NewellH-Index: 10
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