Dialogue as a Bridge to Argumentive Writing

• In Event: Poster Session 3
  In Poster Session: Students' Learning Strategies and Interventions

Abstract

We describe a dialogic approach to developing argumentive writing whose key components are deep engagement with the topic and extended discourse with peers that provides the activity both an audience and a purpose. In a dialogic year-long intervention, sixth graders engaged in electronic discourse with peers on four topics and wrote individual final essays on each topic. In their essays, they showed gains relative to a non-participating group in coordinating evidence with claims, in particular in drawing on evidence to both weaken and support claims. They also showed some meta-level enhancement in understanding of the role of evidence in argument.

Authors

• Flora Albuquerque-Matos, Teachers College, Columbia University

• Yuchen Shi, Teachers College, Columbia University

• Deanna Kuhn, Columbia University