Bridging Cognitive, Sociocultural, and Linguistic Perspectives in the Argumentative Writing Assessment Literature: A Systematic Review

• In Event: Marriott Roundtable Session Two
  In Roundtable Session: Theories of Writing Research, Reading, and Literacies (Table 6)

Abstract

Argumentative writing is emphasized across the curriculum and grade levels. Scholars have argued that it poses great pedagogical difficulties for teacher due to its heavy cognitive demands and less prescriptive style. To tackle this issue, I conducted a systematic literature review on argumentative writing assessment to bring clarity of various constructs and features that are associated with higher writing quality, thereby provide pedagogical guidance for educators. A total 26 studies were examined in this review from three different theoretical approaches: cognitive, sociocultural, and linguistic. Future research is encouraged to take advantage of the potential offered by each approach and embark upon interdisciplinary collaborations.

Author

• Zhaoyu Wang, Pennsylvania State University
  Presenting Author