Shifting epistemologies during instructional conversations about “good” argumentative writing in a high school English language arts classroom

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...