Persuasive Writing in Children, Adolescents, and Adults

Nippold, Marilyn A.; Ward-Lonergan, Jeannene M.; Fanning, Jessica

doi:10.1044/0161-1461(2005/012)

Cited by 156 publications

(18 citation statements)

References 22 publications

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“…Persuasive discourse is an area of discourse, which is of particular interest following TBI (20). Persuasion is a complex and essential skill, which continues to develop into early adulthood ( 22 ). In general, comparing to narrative production, persuasion task is considered to be more cognitively demanding ( 23 ).…”

Section: Introductionmentioning

confidence: 99%

Persuasive Discourse Impairments in Traumatic Brain Injury

et al. 2015

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Background:Considering the cognitive and linguistic complexity of discourse production, it is expected that individuals with traumatic brain injury (TBI) should face difficulties in this task. Therefore, clinical examination of discourse has become a useful tool for studying and assessment of communication skills of people suffering from TBI. Among different genres of discourse, persuasive discourse is considered as a more cognitively demanding task. However, little is known about persuasive discourse in individuals suffering from TBI.Objectives:The purpose of this study was to evaluate the performance of adults with TBI on a task of spoken persuasive discourse to determine the impaired linguistic measures.Patients and Methods:Thirteen TBI nonaphasic Persian speaking individuals, ranged between 19 to 40 years (Mean = 25.64 years; SD = 6.10) and 59 healthy adults matched by age, were asked to perform the persuasive discourse task. The task included asking the participants to express their opinion on a topic, and after the analysis of the produced discourse, the two groups were compared on the basis of their language productivity, sentential complexity, maze ratio and cohesion ratio.Results:The TBI group produced discourses with less productivity, sentential complexity, cohesion ratio and more maze ratio compared the control group.Conclusions:As it is important to consider acquired communication disorders particularly discourse impairment of brain injured patients along with their other clinical impairments and regarding the fact that persuasive discourse is crucial in academic and social situations, the persuasive discourse task presented in this study could be a useful tool for speech therapists, intending to evaluate communication disorders in patients with TBI.

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Section: Introductionmentioning

confidence: 99%

Persuasive Discourse Impairments in Traumatic Brain Injury

et al. 2015

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“…The MAIN components include story structure, story complexity, and internal state terms. Internal state terms reflect the child's understanding of the storyline, particularly her/his ability to spot and articulate the intentions and activities of protagonists (Curenton & Justice, 2004; Heilmann, Miller, Nockerts, & Dunaway, 2010; Nippold, Ward-Lonergan, & Fanning, 2005)-; they are an indispensable part of the macrostructure.…”

Section: Narrative Macrostructure and Comprehensionmentioning

confidence: 99%

Macrostructure components in narrations of Turkish–German bilingual children

Maviş

Tunçer

Gagarina

2015

Applied Psycholinguistics

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Two studies examined the effects of age, gender, and task on Turkish narrative skills of Turkish–German bilingual children. In Study 1, 36 children (2 years, 11 months [2;11]–7;11) told stories in two conditions (“tell-after model” and “tell-no model”) and answered comprehension questions. In Study 2, 13 children (5;5–7;11) participated in two conditions (“tell-no model” and “retell”) and were compared to Study 1 participants’ on tell tasks. The studies showed significant age effects on story complexity and comprehension, but not story structure and internal state terms. There were no significant effects for gender. Comprehension was significantly better in the “tell-after model” than in the “tell-no model” condition (Study 1). For production (storytelling), a trend favoring retell over tell was found (Study 2).

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“…The argumentative essay is defined as a type of writing in which a writer "takes a point of view and supports it with either emotional or logical appeals" (Crowhurst, 1990, p. 349). Nippold, Ward-Lonergan, and Fanning (2005) have proposed that this type of writing is a "demanding task that requires the use of complex language to analyze, discuss, and resolve controversies in a way that is clear, convincing, and considerate of diverse points of view" (Nippold et al, 2005, p. 125).…”

Section: Argumentative Writingmentioning

confidence: 99%

Exploring syntactic complexity and its relationship with writing quality in EFL argumentative essays

Shadloo

Ahmadi

Ghonsooly

2019

Topics in Linguistics

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To predict syntactic complexity in second/foreign language writing, some studies have advocated the use of T-unit and clausal subordination measures while others have argued for the use of phrase-based measures. This study seeks to identify syntactic features that can be regarded as discriminators among different levels of writing quality. For this purpose, a corpus of argumentative essays by EFL learners was compiled and then the essays were rated and placed into three groups of high-rated, mid-rated, and low-rated essays. The corpus was then coded and analysed for both phrasal and clausal features. The phrasal features were manually coded based on the development scheme hypothesized by Biber, Gray and Poonpon (2011) for academic writing, and the clausal features were analysed using the online L2 Syntactic Complexity Analyzer developed by Lu (2010). A separate ANOVA test was used to compare the three groups of essays for each of the phrasal and clausal features. The findings of the current study demonstrated that subordination and dependent clauses were not good indicators of different writing qualities in our corpus. Also, the pattern of noun phrase complexity predicted by Biber et al. (2011) was not observed across argumentative essays from three different levels of writing quality.

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Persuasive Writing in Children, Adolescents, and Adults

Cited by 156 publications

References 22 publications

Persuasive Discourse Impairments in Traumatic Brain Injury

Persuasive Discourse Impairments in Traumatic Brain Injury

Macrostructure components in narrations of Turkish–German bilingual children

Exploring syntactic complexity and its relationship with writing quality in EFL argumentative essays

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