NotesFAQContact Us
Collection
Advanced
Search Tips
Laws, Policies, & Programs
Individuals with Disabilities…1
What Works Clearinghouse Rating
Showing 1 to 15 of 20 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Backman, Ylva; Reznitskaya, Alina; Gardelli, Viktor; Wilkinson, Ian A. G. – Written Communication, 2023
Current approaches used in educational research and practice to evaluate the quality of written arguments often rely on structural analysis. In such assessments, credit is awarded for the presence of structural elements of an argument, such as claims, evidence, and rebuttals. In this article, we discuss limitations of such approaches, including…
Descriptors: Writing Evaluation, Models, Persuasive Discourse, Evaluation Methods
Peer reviewed Peer reviewed
Direct linkDirect link
Latifi, Saeed; Noroozi, Omid; Talaee, Ebrahim – Interactive Learning Environments, 2023
This study compared the effects of worked example and scripting on students' argumentative peer feedback, essay and learning qualities. Participants were 80 BSc students who were randomly divided over 40 dyads and assigned to two experimental conditions (worked example and scripting). An online peer feedback environment named EduTech was designed…
Descriptors: Persuasive Discourse, Writing (Composition), Essays, Writing Evaluation
Peer reviewed Peer reviewed
Direct linkDirect link
Aziz, Farous Izwan Bin Abdul; Said, Seriaznita Bte Mat – Educational Research for Policy and Practice, 2020
Persuasive writing is one of the main writing genres secondary students are required to master. However, while the students can naturally argue verbally and in an informal setting, they lack the skill to compose a persuasive argument for academic purposes. The main problem is that students can barely construct an argument while composing a…
Descriptors: Secondary School Students, Persuasive Discourse, Writing (Composition), Writing Skills
Peer reviewed Peer reviewed
Direct linkDirect link
Barzilai, Sarit; Tal-Savir, Danna; Abed, Fayez; Mor-Hagani, Shiri; Zohar, Asnat R. – Reading and Writing: An Interdisciplinary Journal, 2023
Visualizations may help students understand the network of connections among multiple documents. This study explored how ninth-grade students used a novel digital document mapping scaffold to construct models of multiple documents. We examined students' maps and mapping processes in order to understand how they used the scaffold to visually…
Descriptors: Persuasive Discourse, Secondary School Students, Grade 9, Visualization
Peer reviewed Peer reviewed
Direct linkDirect link
van Rijt, Jimmy H. M.; van den Broek, Brenda; De Maeyer, Sven – Reading and Writing: An Interdisciplinary Journal, 2021
Among other things, learning to write entails learning how to use complex sentences effectively in discourse. Some research has therefore focused on relating measures of syntactic complexity to text quality. Apart from the fact that the existing research on this topic appears inconclusive, most of it has been conducted in English L1 contexts. This…
Descriptors: Syntax, Secondary School Students, Essays, Persuasive Discourse
Peer reviewed Peer reviewed
Direct linkDirect link
López-Serrano, Sonia; Roca de Larios, Julio; Manchón, Rosa M. – Studies in Second Language Acquisition, 2019
There has been a growing interest in the study of writing from the perspective of its potential contribution to language development. However, scant attention has been paid to key methodological considerations regarding the analysis of the connection between L2 writing processes, reflection on language while writing, and language learning. In an…
Descriptors: Essays, Writing Processes, Writing Research, Second Language Learning
Peer reviewed Peer reviewed
Direct linkDirect link
Zarei, Gholam Reza; Pourghasemian, Hossein; Jalali, Hassan – Journal of Psycholinguistic Research, 2017
The present study attempts to give an account of how students represent writing task in an EAP course. Further, the study is intended to discover if learners' mental representation of writing would contribute to their written performance. During a 16-week term, students were instructed to practice writing as a problem solving activity. At almost…
Descriptors: Second Language Learning, English for Academic Purposes, Second Language Instruction, Writing Processes
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Stone, Staci – CEA Forum, 2015
This article presents an effective model for a manageable interdisciplinary project that shows students the connections among art, English, and other disciplines; gives composition students an external audience for their writing; and emphasizes the importance of research in the process of creating arguments and art. This interdisciplinary project…
Descriptors: Interdisciplinary Approach, Intellectual Disciplines, Models, Writing (Composition)
Peer reviewed Peer reviewed
Direct linkDirect link
Read, Sylvia; Landon-Hays, Melanie; Martin-Rivas, Alicia – Reading Teacher, 2014
The emphasis on improving writing instruction, especially the writing of non-narrative texts, may lead some teachers to seek effective ways to teach students. The IMSCI model, a scaffolded model for writing instruction, is useful for planning effective instruction. This article describes a research project conducted in a 4th grade classroom…
Descriptors: Writing Instruction, Teaching Methods, Scaffolding (Teaching Technique), Grade 4
Haluska, Jan – Education Digest: Essential Readings Condensed for Quick Review, 2012
Bruce Pirie offers the following criticism about formula essays: "What does a five-paragraph essay teach about writing? It teaches that there are rules, and that those rules take the shape of a preordained form, like a cookie-cutter, into which we can pour ideas and expect them to come out well shaped." He goes on to discredit such essays as being…
Descriptors: English Teachers, Essays, Writing Assignments, Writing Instruction
Peer reviewed Peer reviewed
Direct linkDirect link
Kobayashi, Keiichi – Reading Psychology, 2010
Two experiments were conducted to examine whether students use arguments with refutation in one text for evaluating the opposite arguments without refutation in another text. Undergraduate students read two conflicting texts in either of the two orders: pro arguments text first and con arguments text first. After reading each text, they evaluated…
Descriptors: Undergraduate Students, Persuasive Discourse, Essays, Experiments
Peer reviewed Peer reviewed
Direct linkDirect link
Cuenca-Carlino, Yojanna; Mustian, April L. – Behavioral Disorders, 2013
Students with emotional and behavioral disorders often experience difficulties in expressive writing and social outcomes in school and beyond. Therefore, writing instruction and self-determination skills are critical for this population. This research study, in which special education teachers were trained to be implementers, successfully…
Descriptors: Emotional Disturbances, Behavior Disorders, Persuasive Discourse, Metacognition
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Ramineni, Chaitanya; Trapani, Catherine S.; Williamson, David M.; Davey, Tim; Bridgeman, Brent – ETS Research Report Series, 2012
Automated scoring models for the "e-rater"® scoring engine were built and evaluated for the "GRE"® argument and issue-writing tasks. Prompt-specific, generic, and generic with prompt-specific intercept scoring models were built and evaluation statistics such as weighted kappas, Pearson correlations, standardized difference in…
Descriptors: Scoring, Test Scoring Machines, Automation, Models
Gao, Lianhong – ProQuest LLC, 2012
I conducted this study to provide insights toward deepening understanding of association between culture and writing by building, assessing, and refining a conceptual model of second language writing. To do this, I examined culture and coherence as well as the relationship between them through a mixed methods research design. Coherence has been an…
Descriptors: Correlation, Second Language Learning, Essays, Undergraduate Students
Peer reviewed Peer reviewed
Direct linkDirect link
Mastropieri, Margo A.; Scruggs, Thomas E.; Mills, Sara; Cerar, Nancy Irby; Cuenca-Sanchez, Yojanna; Allen-Bronaugh, Dannette; Thompson, Catherine; Guckert, Mary; Regan, Kelley – Behavioral Disorders, 2009
A multiple-baseline design study was conducted to evaluate the effectiveness of strategy instruction in persuasive writing with eighth-grade students who attended a public day school for students with severe emotional and behavior disabilities. Students were taught to plan and write persuasive essays using the Self-Regulated Strategy Development…
Descriptors: Day Schools, Essays, Generalization, Special Schools
Previous Page | Next Page »
Pages: 1  |  2