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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.
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]
Copyright of Journal of Experimental Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: The Effects of Rhetorical and Content Subgoals on Writing and Learning.
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  Data: <searchLink fieldCode="AR" term="%22Klein%2C+Perry+D%2E%22">Klein, Perry D.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Haug%2C+Katrina+N%2E%22">Haug, Katrina N.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Arcon%2C+Nina%22">Arcon, Nina</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Experimental+Education%22">Journal of Experimental Education</searchLink>. 2017, Vol. 85 Issue 2, p291-308. 18p. 1 Diagram, 5 Charts.
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  Data: <searchLink fieldCode="DE" term="%22Argument+in+literature%22">Argument in literature</searchLink><br /><searchLink fieldCode="DE" term="%22School+children%22">School children</searchLink><br /><searchLink fieldCode="DE" term="%22Alternative+education%22">Alternative education</searchLink><br /><searchLink fieldCode="DE" term="%22Scaffolded+instruction%22">Scaffolded instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Writing%22">Writing</searchLink><br /><searchLink fieldCode="DE" term="%22Early+childhood+education%22">Early childhood education</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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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  Data: <i>Copyright of Journal of Experimental Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=121040059
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      – Type: doi
        Value: 10.1080/00220973.2016.1143795
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      – Code: eng
        Text: English
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        PageCount: 18
        StartPage: 291
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      – SubjectFull: Argument in literature
        Type: general
      – SubjectFull: School children
        Type: general
      – SubjectFull: Alternative education
        Type: general
      – SubjectFull: Scaffolded instruction
        Type: general
      – SubjectFull: Writing
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      – SubjectFull: Early childhood education
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      – TitleFull: The Effects of Rhetorical and Content Subgoals on Writing and Learning.
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              Text: 2017
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