Ralph P Ferretti
Biographic Data
| ID | 9622472 |
|---|---|
| NAME | Ralph P Ferretti |
| GIVEN NAMES | Ralph P |
| FAMILY NAME | Ferretti |
| SIGNATURE | FERRETTI R P |
| AFFILIATIONS | University of Delaware |
| ORCID | 0000-0002-1603-4550 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Improving argumentative writing and argumentative knowledge of English Language Learners and non-English Language Learners through dialogic instruction
Although rudimentary forms of argumentation emerge early in oral language, many students, especially English Language Learners (ELLs), struggle to construct evidence-based written arguments. These difficulties may stem from limited academic vocabulary, unfamiliarity with genre conventions, and fewer opportunities to use academic language involving argumentation. This study examined whether exposure to a dialogic instruction intervention that incl…
When the Truth Doesn’t Seem to Matter
A disquieting aspect of some contemporary public discourse is its seeming indifference to or abandonment of any pretense to truth. Among other things, unsubstantiated and misleading claims have been made about the efficacy of vaccines and other purported treatments for SARS-COVID, the 2020 U.S. presidential election, and the January 6, 2021, insurrection on the U.S. Capitol. In addition, a spate of legislation restricting classroom discussion and…
Perspectives about Disciplinary Argumentation in the Era of Post-truth
The papers that appear in this special issue are motivated by a shared concern about the cultural irrelevancy of truth (McIntyre, 2018; Oxford Languages, 2016) and the threat it represents to the institutions that buttress liberal democracy.Particularly worrisome is the imposition of restrictions on classroom discussion and instruction about "divisive" issues (Ferretti, 2023;Pendharker, 2021).Like Dewey (1916) and Gutmann (1999), we believe that …
No prominent works on this page.
When the Truth Doesn’t Seem to Matter
A disquieting aspect of some contemporary public discourse is its seeming indifference to or abandonment of any pretense to truth. Among other things, unsubstantiated and misleading claims have been made about the efficacy of vaccines and other purported treatments for SARS-COVID, the 2020 U.S. presidential election, and the January 6, 2021, insurrection on the U.S. Capitol. In addition, a spate of legislation restricting classroom discussion and…
Perspectives about Disciplinary Argumentation in the Era of Post-truth
The papers that appear in this special issue are motivated by a shared concern about the cultural irrelevancy of truth (McIntyre, 2018; Oxford Languages, 2016) and the threat it represents to the institutions that buttress liberal democracy.Particularly worrisome is the imposition of restrictions on classroom discussion and instruction about "divisive" issues (Ferretti, 2023;Pendharker, 2021).Like Dewey (1916) and Gutmann (1999), we believe that …
Improving argumentative writing and argumentative knowledge of English Language Learners and non-English Language Learners through dialogic instruction
Although rudimentary forms of argumentation emerge early in oral language, many students, especially English Language Learners (ELLs), struggle to construct evidence-based written arguments. These difficulties may stem from limited academic vocabulary, unfamiliarity with genre conventions, and fewer opportunities to use academic language involving argumentation. This study examined whether exposure to a dialogic instruction intervention that incl…
Argumentation theory (2 works) · Epistemology (2 works) · Law (2 works) · Political science (2 works) · Politics (2 works) · Sociology (2 works) · Argumentative (1 work) · Deliberation (1 work) · Democracy (1 work) · Dialogic (1 work)