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In our current political climate, argumentative dialogue and writing is fairly one-sided, with speakers and writers hoping to advance their own ideas and reasoning rather than listening to all positions on an issue in order to find a new way forward.  I am concerned that the typical ways of teaching argumentative writing in schools might be reinforcing these ways of dialoguing with others.  

I will be facilitating a study group of a small group of secondary English teachers.  We will read and discuss argumentation theories on listening and dialogic rhetorics, and we will collaboratively create instructional units for teaching students to write arguments that listen, that carefully consider multiple sides.