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ERIC Number: EJ1106502
Record Type: Journal
Publication Date: 2016
Pages: 33
Abstractor: As Provided
ISSN: ISSN-0270-2711
Planning and Revising Written Arguments: The Effects of Two Text Structure-Based Interventions on Persuasiveness of 8th-Grade Students' Essays
Midgette, Ekaterina; Haria, Priti
Reading Psychology, v37 n7 p1043-1075 2016
The purpose of the study was to investigate the effects of two comprehensive argumentative writing interventions--Text Structure Instruction (TSI) and Text Structure Revision Instruction (TSRI)--on the eighth-grade students' ability to compose convincing essays that include structural elements of argumentative discourse. Both treatment groups received explicit text structure instruction in revising argumentative essays. The students in TSRI treatment group were further supported by implementing a free-writing approach during the planning stage and by providing procedural facilitation during the revision stage, whereas the students in TSI treatment group were provided with a traditional planning strategy and a checklist for revising essay. The results indicated that across the conditions, significant increases in the participants. performance from pre-test to post-test were observed on structural elements of argumentative discourse and overall persuasiveness, indicating the effectiveness of both interventions.
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 8; Junior High Schools; Middle Schools; Elementary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Delaware
Grant or Contract Numbers: N/A