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Allen, L., Likens, A., and McNamara, D. (2018). Writing flexibility in argumentative essays: a multidimensional analysis. Reading and Writing. 32. 10.1007/s11145-018-9921-y.
- The authors examine the relations between linguistic flexibility, reading comprehension ability, and feedback in the context of an automated writing evaluation system. Findings provide evidence that skilled writers demonstrate linguistic flexibility across the argumentative essays they wrote. However, analysis also shows that lower-level feedback has little to no impact on students' essays. These results give insights into the role of flexibility in argumentative writing skill.
Awada, G. M., & Diab, N. M. (2021). Effect of online peer review versus face-to-Face peer review on argumentative writing achievement of EFL learners. Computer Assisted Language Learning, 1-19.
Barzilai, S., & Weinstock, M. (2015). Measuring epistemic thinking within and across topics: A scenario-based approach. Contemporary Educational Psychology, 42, 141-158.
Britt, M. A., Kurby, C. A., Dandotkar, S., & Wolfe, C. R. (2007). I agreed with what? Memory for simple argument claims. Discourse Processes, 45(1), 52-84.
Chen, V., Olson, C. B., & Chung, H. Q. (2020). Understanding proficiency: Analyzing the characteristics of secondary students’ on-demand analytical essay writing. The Journal of Writing Assessment, 13(1).
- This study investigated the different characteristics of not-pass, adequate-pass, and strong-pass text-based, analytical essays written by middle and high school students.. Results revealed the use of relevant summary was an important difference between not-pass and adequate-pass essays where significantly more adequate-pass essays used summary in a purposeful rather than general way.
De Smet, M. J., Broekkamp, H., Brand‐Gruwel, S., & Kirschner, P. A. (2011). Effects of electronic outlining on students' argumentative writing performance. Journal of Computer Assisted Learning, 27(6), 557-574.
Erkens, G., Kanselaar, G., Prangsma, M., & Jaspers, J. (2003). Computer Support for Collaborative and Argumentative Writing. Powerful learning environments: Unravelling basic components and dimensions, 159-177.
Evensen, L. S. (2002). Convention from below: Negotiating interaction and culture in argumentative writing. Written Communication, 19(3), 382-413.
Felton, M. K. (2004). The development of discourse strategies in adolescent argumentation. Cognitive Development, 19(1), 35-52.
Ferretti, R. P., Andrews-Weckerly, S., & Lewis, W. E. (2007). Improving the argumentative writing of students with learning disabilities: Descriptive and normative considerations. Reading & Writing Quarterly, 23(3), 267-285.
Ferretti, R.P. & Graham, S. (2019). Argumentative writing: theory, assessment, and instruction, Read Write. (32) 1345. DOI 10.1007/s11145-019-09950-x
- Despite the early emergence of oral argumentation, written argumentation is slow to develop, insensitive to alternative perspectives, and generally of poor quality. These findings are unsettling because high quality argumentative writing is expected throughout the curriculum and needed in an increasingly competitive workplace that requires advanced communication skills. In this introduction, we provide background about the theoretical perspectives that inform the papers included in this special issue and highlight their contributions to the extant literature about argumentative writing.
Ferretti, R. P., & Lewis, W. E. (2013). Best practices in teaching argumentative writing. Best practices in Writing Instruction, 2, 113-140
Ferretti, R. P., Lewis, W. E., & Andrews-Weckerly, S. (2009). Do goals affect the structure of students’ argumentative writing strategies?. Journal of Educational Psychology, 101(3), 577.
Grossnickle, M. (2020). The transformative effects of authentic argumentative writing. Language Arts Journal of Michigan, 35(2), 5.
Hillocks, G. (2011). Teaching argument writing, grades 6–12. Portsmouth, NH: Heinemanri.
Hirose, K. (2003). Comparing L1 and L2 organizational patterns in the argumentative writing of Japanese EFL students. Journal of Second Language Writing, 12(2), 181-209.
Hisgen, S., Barwasser, A., Wellmann, T., & Grünke, M. (2020). The effects of a multicomponent strategy instruction on the argumentative writing performance of low-achieving secondary students. Learning Disabilities: A Contemporary Journal, 18(1), 93-110.
- In this study, we investigated the effectiveness of self-regulated strategy development for an approach called STOP & DARE with 77 underperforming secondary students. Because academically challenged learners find it particularly difficult to engage in such an arduous task as acquiring argumentative essay skills, we complemented our intervention concept with some motivational techniques.
- Results showed a clear increase in performance among the students who attended the writing intervention sessions, whereas the control group’s skill level rose only negligibly. These effects were still evident after 4 weeks. This suggests that the ability of struggling secondary students to compose admissible argumentative essays can be significantly.
improved even with relatively little means. We discuss these findings and their implications in relation to the possibilities of implementing STOP & DARE under everyday conditions in school.
Hsin, L. B., & Snow, C. E. (2020). Arguing for Teachers and for Friends: Eighth-graders’ Sensitivity to Argumentation Features When Judging and Revising Persuasive Essays. Discourse Processes, 1-21.
Kim, J. S., Relyea, J. E., Burkhauser, M. A., Scherer, E., & Rich, P. (2021). Improving Elementary Grade Students’ Science and Social Studies Vocabulary Knowledge Depth, Reading Comprehension, and Argumentative Writing: a Conceptual Replication. Educational Psychology Review, 1-30.
Kuhn, D., & Crowell, A. (2011). Dialogic argumentation as a vehicle for developing young adolescents’ thinking. Psychological Science, 22(4), 545-552.
Kuhn, D., Hemberger, L., & Khait, V. (2016). Tracing the development of argumentive writing in a discourse-rich context. Written Communication, 33(1), 92-121.
Leitão, S. (2003). Evaluating and selecting counterarguments: Studies of children's rhetorical awareness. Written Communication, 20(3), 269-306.
Lin, T. J., Nagpal, M., VanDerHeide, J., Ha, S. Y., & Newell, G. (2020). Instructional patterns for the teaching and learning of argumentative writing in high school English language arts classrooms. Reading and Writing
- This exploratory study identified instructional patterns for the teaching and learning of argumentative writing by observing 187 ELA class sessions taught by 31 highly regarded high school English language arts teachers. Multidimensional scaling identified three instructional patterns that vary in the level of teacher centeredness and dialogic interaction. These instructional patterns may reflect the occurrence of explicit teaching, dialogic learning, and in-class writing that was sometimes accompanied with teacher conferencing or coaching. Common across all of these practices was the teaching of claim and evidence. Warranting, counterargument, and response to counterargument, which are more complex forms of argumentation, tended to be taught by instructional practices involving low- to mid-level teacher centeredness and high-level dialogic interaction (e.g., small group-ing, discussion).
Liu, M., & Braine, G. (2005). Cohesive features in argumentative writing produced by Chinese undergraduates. System, 33(4), 623-636.
Liu, F., & Stapleton, P. (2014). Counterargumentation and the cultivation of critical thinking in argumentative writing: Investigating washback from a high-stakes test. System, 45, 117-128.
Mateos, M., Cuevas, I., Martín, E., Martín, A., Echeita, G., & Luna, M. (2011). Reading to write an argumentation: the role of epistemological, reading and writing beliefs. Journal of Research in Reading, 34(3), 281-297.
Miller, M. (2021). Writing and Identity: Letters to the Editor as Argumentative Scaffolding. English Journal, 110(6), 23-31.
Monte-Sano, C., & Allen, A. (2019). Historical argument writing: the role of interpretive work, argument type, and classroom instruction. Reading and Writing, 32(6), 1383-1410.
Monte-Sano, C., De La Paz, S., & Felton, M. (2015). Teaching argument writing and “content” in diverse middle school history classrooms. Social Education, 79(4), 194-199.
- By posing an interpretive question with opposing sources, the Shays’ Rebellion investigation presents history as evidence-based interpretation and gives students an opportunity to learn about the topic through questioning and analysis. Going over background information, using developmentally appropriate tools to scaffold students’ work, and modeling and coaching new historical literacy strategies make it feasible for young adolescents to engage in the inquiry process and develop an interpretation of this event. The integration of reading, thinking, and writing is on display when students use their annotated sources and plans to compose their essay.
Moore, N. S., & MacArthur, C. A. (2012). The effects of being a reader and of observing readers on fifth-grade students’ argumentative writing and revising. Reading and Writing, 25(6), 1449-1478.
Newell, G. E., Beach, R., Smith, J., & VanDerHeide, J. (2011). Teaching and learning argumentative reading and writing: A review of research. Reading Research Quarterly, 46(3), 273-304.
Newell, G. E., Bloome, D., & Hirvela, A. (2015). Teaching and learning argumentative writing in high school English language arts classrooms. Routledge.
Newell, G. E., Bloome, D., Kim, M. Y., & Goff, B. (2019). Shifting epistemologies during instructional conversations about “good” argumentative writing in a high school English language arts classroom. Reading and Writing, 32(6), 1359-1382.
Newell, G. E., VanDerHeide, J., & Olsen, A. W. (2014). High school English language arts teachers' argumentative epistemologies for teaching writing. Research in the Teaching of English, 95-119.
Nippold, M. A., & Ward-Lonergan, J. M. (2010). Argumentative writing in pre-adolescents: The role of verbal reasoning. Child Language Teaching and Therapy, 26(3), 238-248.
Novitasari, A. (2021). Extrovert and introvert students' perception of argumentative writing activities with CBL. In THE ELEVENTH ANNUAL INTERNATIONAL SYMPOSIUM OF FOREIGN LANGUAGE LEARNING (11th AISOFOLL) (p. 73). Chicago
Nussbaum, E. M. (2008). Collaborative discourse, argumentation, and learning: Preface and literature review. Contemporary Educational Psychology, 33(3), 345-359.
Nussbaum, E. M., & Edwards, O. V. (2011). Critical questions and argument stratagems: A framework for enhancing and analyzing students' reasoning practices. Journal of the Learning Sciences, 20(3), 443-488.
Nussbaum, E. M., Kardash, C. M., & Graham, S. (Ed.). (2005). The effects of goal instructions and text on the generation of counterarguments during writing. Journal of Educational Psychology 97(2), 157-169. http://dx.doi.org/10.1037/0022-06188.8.131.52
- The authors examined ways to encourage more counterarguments when writing argumentative texts by having 183 undergraduates write essays. The results showed that persuasion instruction negatively affected and text provision of text positively affected counterarguments. However, text was only effective for students with less extreme prior attitudes. The authors note the danger of persuasion goals and perks of using specific goals accompanied by text for better instruction.
Ong, J., & Zhang, L. J. (2010). Effects of task complexity on the fluency and lexical complexity in EFL students’ argumentative writing. Journal of Second Language Writing, 19(4), 218-233.
Palermo, C., & Thomson, M. M. (2018). Teacher implementation of self-regulated strategy development with an automated writing evaluation system: Effects on the argumentative writing performance of middle school students. Contemporary Educational Psychology, 54, 255-270.
Peltier, C., Garwood, J. D., McKenna, J., Peltier, T., & Sendra, J. Using the SRSD instructional approach for argumentative writing: A look across the content areas. Learning Disabilities Research & Practice.
Rex, L. A., Thomas, E. E., & Engel, S. (2010). Applying toulmin: Teaching logical reasoning and argumentative writing. English Journal, 56-62.
Reznitskaya, A., Anderson, R. C., & Kuo, L. J. (2007). Teaching and learning argumentation. The Elementary School Journal, 107(5), 449-472.
Saprina, C. M., Rosyid, A., & Suryanti, Y. (2021). Difficulties in Developing Idea Encountered by Students in Writing Argumentative Essay. JETLi| Journal of English Language Teaching and Linguistics Studies, 3(1), 48-54.
Sampson, V., Enderle, P., Grooms, J., & Witte, S. (2013). Writing to learn by learning to write during the school science laboratory: Helping middle and high school students develop argumentative writing skills as they learn core ideas. Science Education, 97(5), 643-670.
Setyaningsih, N., & Larassati, A. (2021). “Umm you know…” Speaking or Writing?: Examining EFL Students’ Writing Style in Argumentative Essays. Elsya: Journal of English Language Studies, 3(1), 17-22.
Song, Y., & Ferretti, R. P. (2013). Teaching critical questions about argumentation through the revising process: Effects of strategy instruction on college students’ argumentative essays. Reading and Writing, 26(1), 67-90.
Stein, N. L., & Bernas, R. (1999). The early emergence of argumentative knowledge and skill. Foundations of Argumentative Text Processing, 5, 97-116.
Taylor, K. S., Lawrence, J. F., Connor, C. M., & Snow, C. E. (2019). Cognitive and linguistic features of adolescent argumentative writing: Do connectives signal more complex reasoning?. Reading and Writing, 32(4), 983-1007.
Uccelli, P., Dobbs, C. L., & Scott, J. (2013). Mastering academic language: Organization and stance in the persuasive writing of high school students. Written Communication, 30(1), 36-62.
VanDerHeide, J., & Newell, G. E. (2013). Instructional chains as a method for examining the teaching and learning of argumentative writing in classrooms. Written Communication, 30(3), 300-329.
van Weijen, D., Rijlaarsdam, G., & van den Bergh, H. (2019). Source use and argumentation behavior in L1 and L2 writing: a within-writer comparison. Reading and Writing, 32(6), 1635-1655.
Wiley, J., & Voss, J. F. (1999). Constructing arguments from multiple sources: Tasks that promote understanding and not just memory for text. Journal of Educational Psychology, 91(2), 301.
Wolfe, C. R., & Britt, M. A. (2008). The locus of the myside bias in written argumentation. Thinking & Reasoning, 14(1), 1-27.
Wolfe, C. R., Britt, M. A., & Butler, J. A. (2009). Argumentation schema and the myside bias in written argumentation. Written Communication, 26(2), 183-209.
Wu, S. Y., & Rubin, D. L. (2000). Evaluating the impact of collectivism and individualism on argumentative writing by Chinese and North American college students. Research in the Teaching of English, 148-178.
Xinghua, L., & Thompson, P. (2009). Attitude in students’ argumentative writing: A contrastive perspective. Language Studies Working Papers, 1(1), 3-15.
Yeh, S. S. (1998). Empowering education: Teaching argumentative writing to cultural minority middle-school students. Research in the Teaching of English, 49-83.
Yeh, S. S. (1998). Validation of a scheme for assessing argumentative writing of middle school students. Assessing Writing, 5(1), 123-150.