An Examination of the Instruction Provided in Australian Essay Guides for Students' Development of a Critical Viewpoint

Autor/in	Hammer, Sara
Titel	An Examination of the Instruction Provided in Australian Essay Guides for Students' Development of a Critical Viewpoint
Quelle	In: Assessment & Evaluation in Higher Education, 42 (2017) 7, S.1069-1081 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2016.1224998
Schlagwörter	Foreign Countries; Essays; Critical Thinking; Persuasive Discourse; Guides; Instructional Material Evaluation; Content Analysis; Writing Instruction; Context Effect; Definitions; Writing Exercises; Learning Processes; Curriculum Evaluation; Australia + Suchen Sie Ihr Suchwort? Ausland; Essay; Aufsatzunterricht; Kritisches Denken; Persuasion; Persuasive Kommunikation; Handbuch; Leitfaden; Inhaltsanalyse; Schreibunterricht; Begriffsbestimmung; Schreibübung; Learning process; Lernprozess; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Australien
Abstract	The argumentative essay has endured as a popular form of university assessment, yet students still struggle to meet key intended learning outcomes, such as those associated with critical thinking. This paper presents the results of a study that examines the instruction provided by Australian essay writing guides to support students' development of a questioning, critical viewpoint. Thirty publically available guides were chosen from a range of university types, and sourced from central student learning units and humanities disciplines. Findings of this documentary analysis show that some guides provide too little context for essay writing as an academic practice, and conceptualise definitional, instructional and procedural aspects of the task in ways that may not align with intended outcomes. The conclusion indicates a need for further research about the teaching of argumentative essay writing. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01