Teaching Argument Writing to 7- to 14-Year-Olds: An International Review of the Evidence of Successful Practice

Autor/inn/en	Andrews, Richard; Torgerson, Carole; Low, Graham; McGuinn, Nick
Titel	Teaching Argument Writing to 7- to 14-Year-Olds: An International Review of the Evidence of Successful Practice
Quelle	In: Cambridge Journal of Education, 39 (2009) 3, S.291-310 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-764X
Schlagwörter	Writing Processes; Nonfiction; Persuasive Discourse; Educational Strategies; Best Practices; Process Approach (Writing); Literature Reviews; International Education; National Curriculum; Foreign Countries; Educational Practices; Educational Policy; Theory Practice Relationship; Writing Instruction; United Kingdom + Suchen Sie Ihr Suchwort? Non-fiction; Nichtfiktionaler Text; Persuasion; Persuasive Kommunikation; Lehrstrategie; Prozessorientiertes Schreiben; Internationale Erziehung; Ausland; Bildungspraxis; Politics of education; Bildungspolitik; Theorie-Praxis-Beziehung; Schreibunterricht; Großbritannien
Abstract	A systematic review was undertaken in 2006 to answer the question "What is the evidence for successful practice in teaching and learning with regard to non-fiction writing (specifically argumentational writing) for 7- to 14-year-olds?", using EPPI-Centre methodology. Results showed that certain conditions have to be in place. These include: a writing process model in which students are encouraged to plan, draft, edit and revise their writing; some degree of cognitive reasoning training in addition to natural cognitive development; peer collaboration, thus modelling a dialogue that will become internal and constitute "thought"; and explicit explanations of the learning processes. Specific strategies include: "heuristics"; planning; oral argument, counterargument and rebuttal to inform written argument; explicit goals (including audiences) for writing; teacher modelling of argumentational writing; and "procedural facilitation". This article confirms the results of the 2006 study in the light of recent research. Implications for policy, practice and further research are considered. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10