Planning and Revising Written Arguments: the Effects of Two Text Structure-Based Interventions on Persuasiveness of 8th-Grade Students’ Essays

Midgette, Ekaterina; Haria, Priti

doi:10.1080/02702711.2016.1159631

Cited by 11 publications

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“…Since argument can be maintained within different points of view, not only the supported view but also alternative views are presented and refuted and essay is completed which emphasizes the point of view at the beginning. Toulmin's Argument Model (1958) is often used for teaching (Tengberg & Olin-Scheller, 2016;Qin, 2013) and analyzing (Du, 2017;Lam, Hew & Chiu, 2018;Midgette & Haria, 2016) this structure. According to this model, argumentative essays are composed of six elements.…”

Section: Introduction 11 Introduce the Problemmentioning

confidence: 99%

“…Tengberg and Olin-Scheller (2016) stated that students who took the course of recognizing argumentative text elements and analyzing arguments in terms of coherence and sustainability made great progress with regards to determining these in a written text. After argumentative text pattern instruction, the rate of students' inclucion these in their texts increased considerably (Çağlayan Dilber, 2014;Çakmak, 2013;Lam, Hew & Chiu, 2018;Midgette & Haria, 2016).…”

Section: Introduction 11 Introduce the Problemmentioning

confidence: 99%

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The Effect of Argumentative Text Pattern Teaching on Success of Constituting Argumentative Text Elements

Özdemir

2018

WJE

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The aim of this study is to view how argumentative text pattern teaching influences constituting argumentative essayelements. The study was performed according to one-group pre-test post-test design. The study was carried out inspring term of 2017-2018 academic year and it lasted for five weeks. 33 prospective teachers who took the course ofText Producing Techniques participated in the study. The data of study were collected through 132 argumentativeessays which prospective teachers wrote and Argumentative Text Elements Rubric to evaluate these. The results ofthe research are as follows: Quite few students included argumentative essay elements before argumentative essaypattern teaching and none of the students wrote justification for counter argument. It was determined that 66,7% ofthe students didn’t write data, 81,8% of them didn’t write counter argument, 87,9% did not write justification forcounter argument, 84,8% did not write rebuttal of counter argument and 48,5% did not write conclusion. At the thirdstudy, number of successful students increased on the basis of all elements. However, the majority of students havereached a partially successful level. At the post test, most of the students achieved successful level on the basis of allelements except refuting counter argument. Significant differences on behalf of the post-test were determinedbetween pre-test and post-test scores at all of the argumentative essay elements.

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Section: Introduction 11 Introduce the Problemmentioning

confidence: 99%

Section: Introduction 11 Introduce the Problemmentioning

confidence: 99%