Arguing for Teachers and for Friends: Eighth-graders’ Sensitivity to Argumentation Features When Judging and Revising Persuasive Essays
Arguing for Teachers and for Friends: Eighth-graders’ Sensitivity to Argumentation Features When Judging and Revising Persuasive Essays
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为老师和朋友争论：八年级学生在评判和修改说服性文章时对论证特征的敏感性
DOI：
10.1080/0163853x.2020.1803032
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发表时间：
2020
影响因子：
2.2
通讯作者：
C. Snow
中科院分区：
文献类型：
--
作者：
Lisa B. Hsin;C. Snow
本研究开发了一种新颖的青少年议论文评判量表(FEXA)，它不同程度地表现出说服力强的写作特点：学术语言、丰富的证据、多视角和修辞感染力。我们收集了学生关于文章适合的目的的分类选择(例如，说服朋友，给语言艺术老师留下深刻印象)，对这些选择的讨论，以及他们选择的“最不具说服力的”文章的修改。在这项使用FEXA的第一项研究中，我们发现被认为最有说服力的作文与那些最有可能获得好成绩的作文(即那些拥有丰富证据和学术语言的作文)基本上是重叠的。学生们通过提到正式的语言、证据的使用和文章结构来解释他们的偏好，而他们对“最不具说服力”的选择的修改集中在语言特征和添加或阐述理由上。讨论了其对议论文写作教学和评价的启示。
ABSTRACT A novel instrument, the Features of Excellent Arguments task (FEXA), was developed to elicit adolescents’ judgments about argumentative essays displaying to varying degrees features characteristic of strong persuasive writing: academic language, rich evidence, multiple perspectives, and rhetorical appeal. We collected students’ categorical choices about the purposes to which the essays were suited (e.g., convincing a friend, impressing a language-arts teacher), discussions of those choices, and a revision of their selected “least persuasive” essay. In this first study using the FEXA, we found that the essays judged most persuasive largely overlapped with those judged most likely to earn a good grade (i.e., those with rich evidence and academic language). Students explained their preferences by mentioning formal language, use of evidence, and essay structure, while their revisions of their “least persuasive” selections focused on linguistic features and on adding or elaborating reasons. Implications for argumentative writing instruction and assessment are discussed.
制定电子对话中的论证策略：建模有效吗？
影响因子：
2.2
作者：
Mayweg-Paus;Macagno
通讯作者：
Macagno