NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ861183
Record Type: Journal
Publication Date: 2009-Aug
Pages: 13
Abstractor: As Provided
Reference Count: 54
ISBN: N/A
ISSN: ISSN-0022-0663
Do Goals Affect the Structure of Students' Argumentative Writing Strategies?
Ferretti, Ralph P.; Lewis, William E.; Andrews-Weckerly, Scott
Journal of Educational Psychology, v101 n3 p577-589 Aug 2009
Fourth- and sixth-grade students with and without learning disabilities wrote essays about a controversial topic after receiving either a general persuasion goal or an elaborated goal that included subgoals based on elements of argumentative discourse. Students in the elaborated goal condition produced more persuasive essays that were responsive to alternative standpoints than students in the general goal condition. Students with learning disabilities wrote poorer quality and less elaborated arguments than students without disabilities. Measures derived from the structure of students' argumentative strategies were highly predictive of essay quality, and they accounted for the effects of goal condition, grade, and disability status. Nearly all students used the "argument from consequences" strategy to defend their standpoint. The implications for argumentative writing are discussed. (Contains 1 figure and 5 tables.)
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 4; Grade 6
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
What Works Clearinghouse Reviewed: Meets Evidence Standards without Reservations
IES Cited: ED533112