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Shi, Yuchen – Reading and Writing: An Interdisciplinary Journal, 2020
This study investigates the possibility that solitary dialog, in which individuals construct in writing a hypothetical dialogic argument, may more fully reveal individual skill achievement in argument than do conventional argumentive essays. A sample of 54 11-12-year-old Chinese students individually composed such written dialogs, subsequent to…
Descriptors: Dialogs (Language), Persuasive Discourse, Task Analysis, Essays
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Collins, Alyson A.; Ciullo, Stephen; Graham, Steve; Sigafoos, Lisa L.; Guerra, Sara; David, Marie; Judd, Laura – Reading and Writing: An Interdisciplinary Journal, 2021
This study examined the effectiveness of Self-Regulated Strategy Development (SRSD) to improve students' ability to write expository essays after reading social studies text. Third-grade general education teachers (N = 14) were randomly assigned by clusters to SRSD or a business as usual control condition. One hundred and eighty consented students…
Descriptors: Expository Writing, Essays, Social Studies, Elementary School Students
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Ferretti, Ralph P.; Lewis, William E. – Reading and Writing: An Interdisciplinary Journal, 2019
We assessed the influence of genre-specific discourse knowledge and writing goals on the persuasive writing of 4th and 6th grade students with and without learning disabilities (LD). Students were first interviewed about their knowledge of persuasion and persuasive writing. They then wrote a persuasive essay about a controversial topic after…
Descriptors: Prediction, Persuasive Discourse, Writing Skills, Essays
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Michael Nussbaum, E.; Dove, Ian J.; Slife, Nathan; Kardash, CarolAnne M.; Turgut, Refika; Vallett, David – Reading and Writing: An Interdisciplinary Journal, 2019
Although the Toulmin model (1958) has dominated argumentation research, it does not provide many tools for evaluating argument quality. Towards that end, we draw on work in philosophy on argument schemes, and critical questions for evaluating those schemes. In our approach, we integrate the teaching of critical questions with argumentation vee…
Descriptors: Seminars, Undergraduate Students, Oral Language, Writing Evaluation
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Ray, Amber B.; Graham, Steve; Liu, Xinghua – Reading and Writing: An Interdisciplinary Journal, 2019
Strategies instruction has improved the writing of high school struggling writers in previous studies, including students with disabilities. This study examined the effectiveness of argumentative writing instruction for the ACT writing exam using the Self-Regulated Strategy Development (SRSD) model with high school students with disabilities or…
Descriptors: Writing Strategies, Teaching Methods, High School Students, Students with Disabilities
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Harris, Karen R.; Ray, Amber; Graham, Steve; Houston, Julia – Reading and Writing: An Interdisciplinary Journal, 2019
We designed and investigated the first set of instructional procedures we are aware of to teach 4th and 5th grade students how to write a persuasive essay following close reading of a source text. Eight boys and girls attending a diverse, low income school who were having difficulty learning to write participated in an experimental…
Descriptors: Writing Difficulties, Persuasive Discourse, Elementary School Students, Grade 4
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Beers, Scott F.; Nagy, William E. – Reading and Writing: An Interdisciplinary Journal, 2011
Two measures of syntactic complexity, clauses per T-unit and words per clause, were used to examine differences among four genres of text--narrative, descriptive, compare/contrast, and persuasive--written by the same two cohorts (83 students in grades three and five and 96 students in grades five and seven) on two occasions 2 years apart as part…
Descriptors: Writing (Composition), Grades (Scholastic), Syntax, Essays