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ERIC Number: ED347540
Record Type: RIE
Publication Date: 1992-Mar
Pages: 11
Abstractor: N/A
Reference Count: N/A
The Effect of Writing on Students' Argument-Evaluation Processes.
Hill, Charles A.
A study examined the influence of two different writing tasks on the ways in which students evaluate arguments on one controversial issue. Subjects, 20 first-year college students, evaluated 2 argumentative articles on the issue of drug legalization. Subjects rated the strength of the argument of each paragraph as they read. Ten of the subjects wrote short answers to a set of "critical thinking" questions, and the other 10 students wrote an essay in which they analyzed and evaluated the arguments in the articles. The subjects then re-read the articles, once again evaluating the strength of the argument in each paragraph. Students' comments made while evaluating the strength of the arguments were tape recorded and transcribed. Results indicated that the students: (1) did not say much about issues of logic and support in the arguments; (2) liked the use of some types of emotional appeals; (3) were very uncritical of the statistics used in the arguments; and (4) were not influenced in their use of evaluative criteria by the type of writing task (short answer or essay writing). (Two tables of data are included.) (RS)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Writing Contexts; Writing Tasks
Note: Paper presented at the Annual Meeting of the Conference on College Composition and Communication (43rd, Cincinnati, OH, March 19-21, 1992).