Argumentation in and Across Disciplines: Two Norwegian Cases

This paper aims at exploring the challenges arising when teachers at secondary school level decide to cooperate about students’ argumentative writing. Two teams of teachers and researchers have met regularly during the school year, discussing students’ texts from a variety of disciplines. Going into two writing tasks in detail, the authors discuss the importance of scaffolding (support) in the teaching of argument. The paper includes a discussion of some specific textual features that are often touched upon in the meetings.