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ERIC Number: EJ1108690
Record Type: Journal
Publication Date: 2016
Pages: 22
Abstractor: As Provided
ISSN: ISSN-1938-8071
The Use of a Cognitive Strategy to Support Argument-Based Writing in a Ninth Grade Social Studies Classroom
Washburn, Erin; Sielaff, Christopher; Golden, Karin
Literacy Research and Instruction, v55 n4 p353-374 2016
This study examined the impact of teaching a planning strategy for planning argument-based written responses on the writing performance of ninth grade students in the context of social studies. The Self-Regulated Strategy Development (SRSD) model was used as an instructional framework to teach the planning strategy. Pre- and posttest writing samples from students who learned the strategy (n = 51) were collected and compared with writing samples from a comparison group (n = 39) who did not learn the strategy. Writing samples were analyzed for overall writing quality, argument-based components, and length. Analysis revealed that students who learned the planning strategy, on average, wrote longer responses and had higher scores on a measure of argument-based writing than students who were not taught the strategy. The results of this study support the use of teaching a planning strategy and SRSD for argument-based writing in social studies.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 9; Junior High Schools; Middle Schools; Secondary Education; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A