Date of Award:
8-2026
Document Type:
Dissertation
Degree Name:
Doctor of Philosophy (PhD)
Department:
School of Teacher Education and Leadership
Committee Chair(s)
Cindy Jones (Major Professor), Qi Si (Co-chair)
Committee
Cindy Jones
Committee
Qi Si
Committee
Kathleen A. J. Mohr
Committee
Amy Piotrowski
Committee
J. Kessa Roberts
Abstract
In today’s world, young people are surrounded by information, opinions, and conflicting claims. Social media, news outlets, and online platforms present students with constant arguments about science, politics, and social issues. Yet many students struggle not just with writing arguments, but with understanding how knowledge is built, evaluated, and justified. This dissertation examines how high school English classes can better support students in learning to reason carefully, weigh evidence, and revise their thinking.
First, the dissertation develops the W:RITE Framework to help teachers design argumentative writing instruction that goes beyond teaching students how to structure an essay. Instead, it emphasizes helping students ask meaningful questions, consider multiple perspectives, evaluate evidence, and explain why their conclusions are justified. The framework was designed specifically for secondary English language arts classrooms, where argument writing is already a central focus.
After developing the W:RITE Framework, the study explores how experienced high school English teachers reacted to it. Teachers were asked to describe how they currently teach argument writing and to reflect on how the new framework might fit within their classrooms. The findings showed that teachers value reasoning and thoughtful discussion, but they also face challenges such as limited time, testing pressures, and differing beliefs about students’ readiness for complex reasoning work.
This research offers a practical model for strengthening argumentative writing instruction and provides insight into how teachers make decisions about adopting new ideas. By supporting teachers in designing writing instruction that encourages careful thinking and responsible evaluation of evidence, this work seeks to prepare students to participate thoughtfully in civic life and navigate an increasingly complex information landscape.
Recommended Citation
Cole, Alycia, "Supporting Epistemic Growth in a Post-Truth World: Developing and Investigating the W:RITE Framework for Secondary ELA Argumentative Writing" (2026). All Graduate Theses and Dissertations, Fall 2023 to Present. 813.
https://digitalcommons.usu.edu/etd2023/813
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