The teaching of argumentation in the context of school literacy. Theory and practice

The dominant theme of this book is the teaching of the textual genre of argument to primary school children.

On a theoretical level, an overview and critique of the research data concerning this particular textual genre is attempted.

On a practical level, the author records an evidence-based teaching proposal on the argumentative text and in particular a subcategory of it, persuasion. The teaching proposal was tested on students in the 6th grade of primary school.

At the same time, the processes through which students and teachers constructed oral interactions that served as bridges for the transition to the written word are systematically investigated using the Oral Language Analysis Model. Such an exploration also redefines the meaning of the concept of ‘oral discourse’ within the classroom.

It is a book that with its research comes to strengthen the limited number of studies in Greece concerning argument as a discourse. At the same time, it provides research data that, together with those of other studies (Greek and foreign), contribute to the systematic structuring of the way of teaching on the part of teachers and to the expansion of children’s textual knowledge about this cognitively demanding and important for the modern era type of discourse.