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My quick thoughts, back stage, and rants as I try to Teach kids about the Web while learning how to help others build a better Web.


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Greg McVerry

Greg McVerry

We aren't post-truth. That's BS. Driven to win. That all that matters. Folks aren't stupid. They know the truth. Just willing to throw it under the rug for the win.

It ain't medias fault. Argumentation as knowledge is a fuck up of Western Civilization.

Greg McVerry

consider emphasis on Argumentation inwestern tradition a fatal paternalistic flaw in humanism and empiricism, but work in tworld we live. Here is Theory of Change for IES grant on how we look at it as a dicsourse

Greg McVerry

This is a theory of change I have been working on for an IES grant: Would work for my pedagogical goals if you replaced argumentation with reflection. The patriarchy was cemented when knowledge got defined as pathos, logos, and ethos

Greg McVerry

New theory of change for the IES grant, if you dropped argumentation and replaced it with reflection would be an ideal model for classrooms

Greg McVerry

Agency, Argumentation, and Blogging

2 min read

Calls to bridge cognitive and social practices when teaching Argumentation. (Reznitskaya & Anderson, 2002) developed Argument Schema Theory. Beach and What's their name (year) called for an integration (cite that). We continue this effort by building our theory of change on the concept of argumentation as discourse.

Argumentation as Discourse

Teaching students the norms of academic writing remains one of the most consistent challenges for teachers of the English language arts. The earliest comprehensive studies of writing instruction at the high school level suggested that most students were taught highly formulaic structures for producing academic argument (Applebee & Langer, 2013, Hillocks, 1986), and that trend has remained consistent over time (Applebee and Langer, Newell et al., 2015). Teaching and learning academic argument, especially in middle and high school settings, often is reduced to formulaic essay structures. In fact, Newell et al’s work (dervied from an IES grant project) suggests that

To clarify: what counts as argumentative writing, indeed what counts as argumentation more generally, is not a given. It is not something that just exists. It is instead a set of social practices deeply embedded in our everyday lives and the social institutions in which we all participate. It is socially constructed through and exists only through teaching and learning (Newell 1)

It is this set of socially constructed teaching practices related to argument writing that we aim to upend by providing students with a domain of their own to write, give and receive feedback, and critically evaluate outside web sources when creating their own arguments.

Writer Efficacy, Agency, and Identity




Dialogical Discourse

double talk

Community of Writers

community is essential to process writing (Applebee & Langer, 2013; Graham, Fitzgerald, Friedrich, Greene, Kim, & Booth Olson, 2016; Graham, & Perin, 2007; NCTE, 2016; Troia & Olinghouse, 2013; Zemelmann, & Daniels, 1988). Moreover, in writing communities outside of school, community drives all learning (Winn). We believe we have to intentionally design hybrid writing spaces that traverse both the classroom and the lived digital lives of our youth. This study seeks to understand t

Integrating Empirical Research into Phase One

Operationalizing Empirical Research in Phase One

Greg McVerry

Greg McVerry

crowd need help. Trying to suggest a better way to teach argumentation online is to first give students the space to write about themselves. How can you know how truth is made online until you make your own? Know any supporting research?

Greg McVerry

Greg McVerry


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