Developing a Novel Instrument to Measure the Argumentative Writing Complexity for Young Adolescents

• In Event: Division C Outstanding Graduate Student Research Posters

Abstract

The study examined variability and developmental trends in written argumentation complexity among a cross-sectional sample of 5th to 8th graders (n=512). Integrating two well-known lines of research (Toulmin, 1958/2003; Kuhn & Cromwell, 2011) as well as data-driven insights, the study identified seven argumentative components (i.e. Own Claim, Mitigated Claim, Own Support, Solution, Critique, Counter Support) in students’ essays, from which an Argumentation Complexity Score (ACS) on a 5-point scale was generated. Multiple regression results show that controlling for students’ grade levels, ACS has statistically significant association with students’ receptive academic language skills as well as with the essays’ writing quality measured by a traditional holistic scoring approach. Students from 8th grade have statistically significant higher ACS than lower grades.

Author

• Ziyun Deng, Harvard University