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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| Authors: | Klein, Perry D. (AUTHOR), Haug, Katrina N. (AUTHOR), Arcon, Nina (AUTHOR) |
| Source: | Journal of Experimental Education. 2017, Vol. 85 Issue 2, p291-308. 18p. 1 Diagram, 5 Charts. |
| Subjects: | Argument in literature, School children, Alternative education, Scaffolded instruction, Writing, Early childhood education |
| 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 C rhetorical-subgoal prompts; or a persuasive goal C 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. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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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 C rhetorical-subgoal prompts; or a persuasive goal C 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. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00220973 |
| DOI: | 10.1080/00220973.2016.1143795 |
