The Effects of Rhetorical and Content Subgoals on Writing and Learning
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| Title: | The Effects of Rhetorical and Content Subgoals on Writing and Learning |
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| Language: | English |
| Authors: | Klein, Perry D., Haug, Katrina N., Arcon, Nina |
| Source: | Journal of Experimental Education. 2017 85(2):291-308. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2017 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Grade 5 Intermediate Grades Middle Schools Elementary Education Grade 6 Grade 7 Junior High Schools Secondary Education |
| Descriptors: | Writing (Composition), Persuasive Discourse, Cues, Content Area Writing, Grade 5, Grade 6, Grade 7, Control Groups, Path Analysis, Learning Processes, Science Instruction, Classification, Scaffolding (Teaching Technique), Biodiversity, Foreign Countries, Pretests Posttests, Statistical Analysis, Multigraded Classes, Multivariate Analysis, Likert Scales |
| Geographic Terms: | Canada |
| DOI: | 10.1080/00220973.2016.1143795 |
| ISSN: | 0022-0973 |
| Abstract: | Argument writing is challenging for elementary students. Previous experimental research has focused on scaffolding rhetorical goals, leaving content goals relatively unexplored. In a randomized experiment, 73 students in grades 5, 6, and 7 wrote persuasive texts about difficult-to-classify vertebrates. Each student received one of three sets of writing prompts: a persuasive goal only (control); a persuasive goal + rhetorical-subgoal prompts; or a persuasive goal + content-subgoal prompts. Rhetorical subgoals increased text quality, variety of rhetorical moves, number of complex propositions, and classification knowledge. Content subgoals increased the number of simple propositions in text. A path analysis indicated that content-subgoal prompts and rhetorical-subgoal prompts elicited different paths to writing and learning. |
| Abstractor: | As Provided |
| Number of References: | 56 |
| Entry Date: | 2017 |
| Accession Number: | EJ1126572 |
| Database: | ERIC |
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| Abstract: | Argument writing is challenging for elementary students. Previous experimental research has focused on scaffolding rhetorical goals, leaving content goals relatively unexplored. In a randomized experiment, 73 students in grades 5, 6, and 7 wrote persuasive texts about difficult-to-classify vertebrates. Each student received one of three sets of writing prompts: a persuasive goal only (control); a persuasive goal + rhetorical-subgoal prompts; or a persuasive goal + content-subgoal prompts. Rhetorical subgoals increased text quality, variety of rhetorical moves, number of complex propositions, and classification knowledge. Content subgoals increased the number of simple propositions in text. A path analysis indicated that content-subgoal prompts and rhetorical-subgoal prompts elicited different paths to writing and learning. |
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| ISSN: | 0022-0973 |
| DOI: | 10.1080/00220973.2016.1143795 |
