Rethinking Argumentative Writing: Moving Beyond Teaching Structure to Engage Students in Critical Conversations

CEA Critic ◽  
2021 ◽  
Vol 83 (2) ◽  
pp. 195-202
Author(s):  
Matt Seymour
Keyword(s):  
Argumentative Writing

Intervention Instruction in Argumentative Writing

2017 ◽  
Vol 197 (3) ◽  
pp. 4-13
Author(s):  
Maria Pesce Stasaitis
Keyword(s):  
Cognitive Complexity ◽  
Research Study ◽  
Student Writing ◽  
Instructional Planning ◽  
Writing Intervention ◽  
Argumentative Writing ◽  
Qualitative And Quantitative ◽  
Instructional Units ◽  
Teacher Researcher ◽  
Planning Strategies

To investigate instructional planning strategies that impact student improvement in argumentative writing, the teacher-researcher implemented an Integrated Writing intervention in a seventh-grade urban school classroom to impact student writing, student feedback, and teacher reflection. Utilizing a mixed-methods Action Research study, the teacher-researcher collected qualitative and quantitative data during two 4-week instructional units utilizing a blogging site. Two iterations of data were analyzed for the inclusion of cognitive complexity. This study showed the effectiveness of using the Integrated Writing intervention in promoting students’ ability to write effective cognitively complex arguments.

scholarly journals Mobile-Assisted Mind Mapping (MAMMAT) as a Tool to Support University Students’ Argumentative Writing

2021 ◽  
Vol 15 (05) ◽  
pp. 43
Author(s):  
Rafidah Abd Karim ◽  
Airil Haimi Mohd Adnan ◽  
Abdul Ghani Abu ◽  
Noorzaina Idris ◽  
Izwah Ismail
Keyword(s):  
University Students ◽  
Writing Skills ◽  
Peninsular Malaysia ◽  
Analysis Of Covariance ◽  
Mapping Technique ◽  
Control Group ◽  
Argumentative Writing ◽  
Mind Mapping ◽  
Test Items ◽  
Quasi Experimental

<p class="0abstract">This study examined the use of a mobile-based technological tool known as Mobile-assisted Mind Mapping Technique (MAMMAT) to support ESL university students’ argumentative writing skills performance. The participants of this study were 45 ESL university students from two lecture groups at a public university campus in Peninsular Malaysia. The study employed a quasi-experimental research design. The experimental group was taught utilizing the MAMMAT whilst the control group was taught utilizing the conventional method. The pre-test and post-test scores were analysed through analysis of covariance (ANCOVA). The analysis of covariance (ANCOVA) results showed that there were statistically significant differences between the groups when test items were measured. As a conclusion, the MAMMAT has supported ESL university students’ argumentative writing skills performance. The study implicates that the use of MAMMAT can support students’ argumentative writing in ESL classroom.</p>

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