Arguing for Teachers and for Friends: Eighth-graders’ Sensitivity to Argumentation Features When Judging and Revising Persuasive Essays

2020 ◽  
Vol 57 (10) ◽  
pp. 823-843
Author(s):  
Lisa B. Hsin ◽  
Catherine E. Snow
Keyword(s):  
Eighth Graders ◽  
Persuasive Essays

Strategy Instruction in Planning: Teaching Students with Learning and Writing Disabilities to Compose Persuasive and Expository Essays

1997 ◽  
Vol 20 (3) ◽  
pp. 227-248 ◽  
Author(s):  
Susan De La Paz
Keyword(s):  
General Education ◽  
Strategy Instruction ◽  
Eighth Graders ◽  
Strategy Development ◽  
Planning Strategy ◽  
Individual Instruction ◽  
Persuasive Essays ◽  
Instructional Procedures ◽  
Writing Disabilities ◽  
Resource Rooms

This article summarizes two intervention studies using the Self-Regulated Strategy Development (SRSD) model of instruction. The major objective of the studies was to evaluate the effectiveness of teaching students with learning and writing disabilities an approach to planning persuasive essays before and during composing. An in-progress investigation will also be described, in which the planning strategy has been modified to accommodate a change in genre from persuasive to expository writing. Instructional effects have been investigated using different research designs (multiple-baseline-across-subjects with multiple probes in baseline and between-group comparisons); in different settings (individual instruction, small groups in resource rooms, and general education classrooms); and with different types of students (fifth through eighth graders, including students with and without learning disabilities). Instructional procedures and methodology from these studies are summarized, and the central findings from the first two investigations are presented. Suggestions for future interventions that focus on planning strategies are proposed.

Digital Sovereignty of Adolescents

MedienJournal ◽  
2020 ◽  
Vol 44 (1) ◽  
pp. 30-40
Author(s):  
Jane Müller ◽  
Mareike Thumel ◽  
Katrin Potzel ◽  
Rudolf Kammerl
Keyword(s):  
Digital Media ◽  
Exploratory Study ◽  
Eighth Graders ◽  
Social Conditions ◽  
Group Discussions ◽  
Competent Self

This paper takes up the approach of individual Digital Sovereignty and develops a first systematization of the concept. It defines it as all the abilities and opportunities a person possesses to realize his/her own plans and decisions in dealing with or depending on digital media in a competent, self-determined and secure manner and against the background of individual, technical, legal and social conditions. The significance of individual Digital Sovereignty for adolescents is illustrated by the results of an exploratory study in which we conducted group discussions with 106 eighth-graders of different school types. Results show that most adolescents have only a vague notion about their own data traces and the use they are put to. Only a small number of seven pupils – the whizzes – stood out due to their extraordinary understanding and deep reflections on digital media.

scholarly journals Assessing eighth graders’ scientific explanation on human excretory system

2021 ◽  
Author(s):  
Isna Istikhanif Farida ◽  
A. M. Setiawan ◽  
Muntholib Muntholib
Keyword(s):  
Scientific Explanation ◽  
Eighth Graders ◽  
Excretory System

Orientation for Eighth Graders

1954 ◽  
Vol 32 (6) ◽  
pp. 336-338
Author(s):  
WILLIAM ROSENGARTEN
Keyword(s):  
Eighth Graders

THE USE OF LITERATURE-BASED INSTRUCTION TO IMPROVE READING COMPREHENSION AND WRITING ACHIEVEMENTS OF THE EIGHTH GRADE STUDENTS

2020 ◽  
Vol 6 (2) ◽  
pp. 61-73
Author(s):  
Ressy Novasyari
Keyword(s):  
Reading Comprehension ◽  
Eighth Graders ◽  
Population Based ◽  
Mean Difference ◽  
Eighth Grade ◽  
Writing Achievement ◽  
Eighth Grade Students ◽  
Quasi Experimental ◽  
Based Instruction ◽  
And Control

Abstract: This research aimed to investigate whether or not there were significant differences in reading comprehension and writing achievement between the eighth grade students of SMP Islam Az-Zahra 2 Palembang who were taught by using Literature-Based instruction and those who were not. This study used one of the quasi experimental designs: pretest-posttest design. The sample was selected purposively from the whole population based on their reading comprehension scores. Forty six eighth graders were selected as the sample and equally divided into experimental and control groups. Pretest and posttest were given to both groups.  Using paired sample statistics,  the results of the experimental group showed that the students’ reading comprehension and writing achievement ? significantly improved. Furthermore, the result of the independent t-test showed that with mean difference of reading comprehension was 8.609, t value 11.111(p<0.05). Moreover, the mean difference of writing achievement was 6.8043, t value 10.478 (p<0.05).   Keywords:   Literature-based instruction, reading                     comprehension and writing achievement.

Sign in / Sign up

Export Citation Format

Share Document