Do Goals Affect the Structure of Students' Argumentative Writing Strategies?
Do Goals Affect the Structure of Students' Argumentative Writing Strategies?
复制标题
DOI：
10.1037/a0014702
复制
发表时间：
2009-08-01
影响因子：
4.9
通讯作者：
Andrews-Weckerly, Scott
中科院分区：
文献类型：
--
作者：
Ferretti, Ralph P.;Lewis, William E.;Andrews-Weckerly, Scott
有或没有学习障碍的四年级和六年级学生在收到一般说服目标或包含基于辩论性话语元素的子目标的详细目标后，撰写了有关有争议主题的论文。与处于一般目标条件下的学生相比，处于详细目标条件下的学生写出了更有说服力的论文，这些论文对不同的观点做出了反应。与无学习障碍的学生相比，有学习障碍的学生写出的论文质量较差，论证也不够详尽。从学生辩论策略结构中得出的衡量标准可以高度预测论文质量，并且考虑了目标条件、成绩和残疾状况的影响。几乎所有学生都使用后果论证策略来捍卫自己的观点。讨论了对议论文写作的影响。
Fourth- and sixth-grade students with and without learning disabilities wrote essays about a controversial topic after receiving either a general persuasion goal or an elaborated goal that included subgoals based on elements of argumentative discourse. Students in the elaborated goal condition produced more persuasive essays that were responsive to alternative standpoints than students in the general goal condition. Students with learning disabilities wrote poorer quality and less elaborated arguments than students without disabilities. Measures derived from the structure of students' argumentative strategies were highly predictive of essay quality, and they accounted for the effects of goal condition, grade, and disability status. Nearly all students used the argument from consequences strategy to defend their standpoint. The implications for argumentative writing are discussed.