Students' Perceptions of Argumentative Writing: Features and Functions

• In Event: 69.058 - Poster Session 16
  In Poster Session: 69.058-7 - Understanding Instruction, Learning, and Motivation in Literacy

Abstract

Research on argumentative writing shows that middle-school students can produce strong written arguments when they are immersed in the practices of dialogic argumentation, but it remains unknown whether in such contexts they also come to have the ability to recognize good arguments and their functions. This study uses a new instrument to gather students’ judgments about the suitability of argumentative essays for distinct purposes, eliciting categorical responses, explanations for selections, and a revision of students’ choice of a least persuasive essay. Results show that students are able to discriminate among essays for various purposes; subgroups analyses reveal that patterns of choices differ by meaningful groups (e.g., sex, IEP). Implications for practice in light of current standards emphasizing argumentation are discussed.

Authors

• Lisa Hsin, The University of Alabama

• Catherine E. Snow, Harvard University