Shavarini, M. K. (2005). The feminisation of Iranian higher education. Interna- tional Review of Education, 51(4), 329–347. doi:10.1007/s11159-005-7738-9 Sheibani, O. B. (2012). Language learning motivation among Iranian undergradu- ate students. World Applied Sciences Journal, 19, 838–846. doi:10.5829/idosi. wasj.2012.19.06.168 The Interplay Between Student-Led Discussions and Argumentative Writing CHRISTOPHER J. WAGNER, MARCELA OSSA PARRA, AND C. PATRICK PROCTOR Boston College, Chestnut Hill, Massachusetts, United States doi: 10.1002/tesq.340 I n the United States, the Common Core State Standards (CCSS) include requirements that young children write and talk about texts with varied purposes and complexity across the elementary grades. This includes the development of oral and written arguments and the use of text-based evidence to support claims. This increased emphasis on text- based talk and writing is supported by a growing foundation of evidence showing that opportunities to talk and write about texts support the development of literacy and reasoning skills (Kuhn, Zillmer, Crowell, & Zabala, 2013; Michaels, O’Connor, & Resnick, 2008; Reznitskaya et al., 2009), and the language acquisition of English learners (Baker et al., 2014; Genesee & Geva, 2006; Proctor, August, Snow, & Barr, 2010). Yet many students often struggle to generate and elaborate on arguments about texts, including students who have an emerging proficiency in the English language. Research likewise indicates that teachers do most of the talking during literacy instruction (Silverman et al., 2014), and often struggle with the tension between ceding control of talk to students and ensuring students substantiate claims made about texts (Nystrand, Wu, Gamoran, Zeiser, & Long, 2003; Reznitskaya, 2012). In response to these changing expectations for student talk and argumentation and the need for clearer guidance for educators of sec- ond language learners, we report on key issues of practice that affect student performance on text-based reasoning tasks. Specifically, we report on the role of student-led talk in supporting students’ argumen- tative writing in schooling contexts with high numbers of second lan- guage learners. This report presents an analysis of a subset of data TESOL QUARTERLY 438