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ERIC Number: EJ855488
Record Type: Journal
Publication Date: 2009-Sep
Pages: 20
Abstractor: As Provided
Reference Count: 47
ISBN: N/A
ISSN: ISSN-0305-764X
Teaching Argument Writing to 7- to 14-Year-Olds: An International Review of the Evidence of Successful Practice
Andrews, Richard; Torgerson, Carole; Low, Graham; McGuinn, Nick
Cambridge Journal of Education, v39 n3 p291-310 Sep 2009
A systematic review was undertaken in 2006 to answer the question "What is the evidence for successful practice in teaching and learning with regard to non-fiction writing (specifically argumentational writing) for 7- to 14-year-olds?", using EPPI-Centre methodology. Results showed that certain conditions have to be in place. These include: a writing process model in which students are encouraged to plan, draft, edit and revise their writing; some degree of cognitive reasoning training in addition to natural cognitive development; peer collaboration, thus modelling a dialogue that will become internal and constitute "thought"; and explicit explanations of the learning processes. Specific strategies include: "heuristics"; planning; oral argument, counterargument and rebuttal to inform written argument; explicit goals (including audiences) for writing; teacher modelling of argumentational writing; and "procedural facilitation". This article confirms the results of the 2006 study in the light of recent research. Implications for policy, practice and further research are considered. (Contains 1 table.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom