A Dialogic Path to Evidence-Based Argumentive Writing

Autor/inn/en	Hemberger, Laura; Kuhn, Deanna; Matos, Flora; Shi, Yuchen
Titel	A Dialogic Path to Evidence-Based Argumentive Writing
Quelle	In: Journal of the Learning Sciences, 26 (2017) 4, S.575-607 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1050-8406
DOI	10.1080/10508406.2017.1336714
Schlagwörter	Writing (Composition); Persuasive Discourse; Qualitative Research; Evidence; Dialogs (Language); Incidence; Essays; Middle School Students; Low Achievement; Experimental Groups; Intervention; Grade 6; Urban Schools; Teaching Methods; Writing Instruction; Smoking; Writing Evaluation; Comparative Analysis; Control Groups; Outcomes of Education + Suchen Sie Ihr Suchwort? Schreibübung; Persuasion; Persuasive Kommunikation; Qualitative Forschung; Evidenz; Dialog; Dialogs; Dialogue; Dialogues; Vorkommen; Essay; Aufsatzunterricht; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Unterdurchschnittliche Leistung; School year 06; 6. Schuljahr; Schuljahr 06; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Teaching method; Lehrmethode; Unterrichtsmethode; Schreibunterricht; Rauchen; Lernleistung; Schulerfolg
Abstract	Central to argument are evidence-based claims, requiring coordination of a claim with evidence bearing on it. We advocate a dialogic approach to developing argument skills and in the work reported here examine the further scaffold of prompts that exemplify functions of evidence in relation to a claim. This scaffold was successful in accelerating the prevalence of evidence-based claims in essays of low-performing middle schoolers compared to participants in the same year-long dialog-based intervention who received no or a limited form of evidence prompts and compared to previous samples engaged in a nondialogic curriculum. An experimental group achieved a proportion of evidence-based claims above 50% by the end of the year, transferring their newly developing skill from one topic to another. The use of different types of evidence emerged in a sequence corresponding to the cognitive demands they posed. Students first used support-own evidence. They used weaken-other evidence increasingly over time, but the two evidence types inconsistent with their position (support-other and weaken-own) showed lesser and later gains. Supporting a dialogic approach, qualitative data showed that evidence use occurred most readily in dialogs; then in individual writing on the same topic; and to a more limited extent in essays on a new, unstudied topic. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01