THE ROLE OF EVIDENCE IN ARGUMENTATIVE WRITING

Mary Margaret Gleason

51 citations0/0 files storedReading & Writing Quarterly

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Writing and Handwriting Education Reading and Literacy Development Linguistics and Education Research

Abstract

Student performance on argumentative writing tasks indicates considerable difficulty with this mode of writing. This article discusses a model of argumentation that has been adapted for instructional intervention with general education students and students with learning disabilities (LD). Results from a series of three studies, in which an experimental intervention has achieved some success in addressing the difficulties that students with LD have with argumentative writing, are reported. Specifically, the article addresses the role of evidence in argumentative writing and how these three studies examined techniques for improving the soundness and strength of students' arguments. Conclusions are drawn regarding the instructional approaches and techniques that may have made this intervention efficacious. In addition, the article discusses the feasibility and sustainability of the intervention.

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References

1986Handbook of research on teaching 1991Handbook of reading research 1989Components analysis of cognitive strategy instruction: Effects on learning disabled students' compositions and self-efficacy.1991Making Strategies and Self-Talk Visible: Writing Instruction in Regular and Special Education Classrooms 1991Learning About Learning Disabilities 1984What Works in Teaching Composition: A Meta-Analysis of Experimental Treatment Studies 1989Improving Learning Disabled Students' Skills at Composing Essays: Self-Instructional Strategy Training 1988Students' Metacognitive Knowledge about How to Write Informational Texts

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2011The use of cohesive devices in argumentative writing by Chinese EFL learners at different proficiency levels 2020Learner autonomy, self-regulation skills and self-efficacy beliefs – How can students’ academic writing skills be supported?

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