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ERIC Number: EJ1153241
Record Type: Journal
Publication Date: 2017
Pages: 13
Abstractor: As Provided
ISSN: ISSN-0260-2938
An Examination of the Instruction Provided in Australian Essay Guides for Students' Development of a Critical Viewpoint
Hammer, Sara
Assessment & Evaluation in Higher Education, v42 n7 p1069-1081 2017
The argumentative essay has endured as a popular form of university assessment, yet students still struggle to meet key intended learning outcomes, such as those associated with critical thinking. This paper presents the results of a study that examines the instruction provided by Australian essay writing guides to support students' development of a questioning, critical viewpoint. Thirty publically available guides were chosen from a range of university types, and sourced from central student learning units and humanities disciplines. Findings of this documentary analysis show that some guides provide too little context for essay writing as an academic practice, and conceptualise definitional, instructional and procedural aspects of the task in ways that may not align with intended outcomes. The conclusion indicates a need for further research about the teaching of argumentative essay writing.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A