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Argumentative Writing and the Common Core in the DCPS: A Qualitative Analysis of Student and Teacher Perceptions.

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  • Additional Information
    • Subject Terms:
    • NAICS/Industry Codes:
      611110 Elementary and Secondary Schools
    • Abstract:
      The article discusses the qualitative analysis of One World Education (OWEd) which is a college-ready writing instruction program that involves selected students of the District of Columbia Public School (DCPS) and the District of Columbia charter school seniors. It states that OWEd is the first and largest formalization of argumentative writing in the urban school systems and that it brings the curriculum to life for the students.
    • Author Affiliations:
      1Senior professorial lecturer in the College Writing Program at American University
    • ISSN:
      0013-8274
    • Accession Number:
      124343520
  • Citations
    • ABNT:
      COMSTOCK, E.; WODON, Q. Argumentative Writing and the Common Core in the DCPS: A Qualitative Analysis of Student and Teacher Perceptions. English Journal, [s. l.], v. 106, n. 6, p. 67–72, 2017. Disponível em: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=asn&AN=124343520&custid=s8280428. Acesso em: 4 jun. 2020.
    • AMA:
      Comstock E, Wodon Q. Argumentative Writing and the Common Core in the DCPS: A Qualitative Analysis of Student and Teacher Perceptions. English Journal. 2017;106(6):67-72. http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=asn&AN=124343520&custid=s8280428. Accessed June 4, 2020.
    • APA:
      Comstock, E., & Wodon, Q. (2017). Argumentative Writing and the Common Core in the DCPS: A Qualitative Analysis of Student and Teacher Perceptions. English Journal, 106(6), 67–72.
    • Chicago/Turabian: Author-Date:
      Comstock, Edward, and Quentin Wodon. 2017. “Argumentative Writing and the Common Core in the DCPS: A Qualitative Analysis of Student and Teacher Perceptions.” English Journal 106 (6): 67–72. http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=asn&AN=124343520&custid=s8280428.
    • Harvard:
      Comstock, E. and Wodon, Q. (2017) ‘Argumentative Writing and the Common Core in the DCPS: A Qualitative Analysis of Student and Teacher Perceptions’, English Journal, 106(6), pp. 67–72. Available at: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=asn&AN=124343520&custid=s8280428 (Accessed: 4 June 2020).
    • Harvard: Australian:
      Comstock, E & Wodon, Q 2017, ‘Argumentative Writing and the Common Core in the DCPS: A Qualitative Analysis of Student and Teacher Perceptions’, English Journal, vol. 106, no. 6, pp. 67–72, viewed 4 June 2020, .
    • MLA:
      Comstock, Edward, and Quentin Wodon. “Argumentative Writing and the Common Core in the DCPS: A Qualitative Analysis of Student and Teacher Perceptions.” English Journal, vol. 106, no. 6, July 2017, pp. 67–72. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=asn&AN=124343520&custid=s8280428.
    • Chicago/Turabian: Humanities:
      Comstock, Edward, and Quentin Wodon. “Argumentative Writing and the Common Core in the DCPS: A Qualitative Analysis of Student and Teacher Perceptions.” English Journal 106, no. 6 (July 2017): 67–72. http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=asn&AN=124343520&custid=s8280428.
    • Vancouver/ICMJE:
      Comstock E, Wodon Q. Argumentative Writing and the Common Core in the DCPS: A Qualitative Analysis of Student and Teacher Perceptions. English Journal [Internet]. 2017 Jul [cited 2020 Jun 4];106(6):67–72. Available from: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=asn&AN=124343520&custid=s8280428