TY - JOUR
T1 - Instructional discourse and argumentative writing
AU - Morris, Joshua A.
AU - Miller, Brian W.
AU - Anderson, Richard C.
AU - Nguyen-Jahiel, Kim Thi
AU - Lin, Tzu Jung
AU - Scott, Theresa
AU - Zhang, Jie
AU - Sun, Jingjing
AU - Ma, Shufeng
PY - 2018/1/1
Y1 - 2018/1/1
N2 - Fifth-grade students from two urban school districts completed an integrated unit on wolves. Classes received either direct instruction (DI) or collaborative group work (CG). Analysis of reasoning in classroom talk indicated that CG students more often used connective and contrastive words and the performative verb phrases I think and I know than DI students. Analysis of written arguments about a controversial question raised by the unit indicated that, compared to DI students, CG students included more logical connectives, contrastives, and performative verbs, produced fewer unelaborated arguments, more frequently asked rhetorical questions, and more often considered both sides of the policy issue. The study provides fresh insight into how instructional frameworks can affect how students view themselves as writers in relation to a prospective audience.
AB - Fifth-grade students from two urban school districts completed an integrated unit on wolves. Classes received either direct instruction (DI) or collaborative group work (CG). Analysis of reasoning in classroom talk indicated that CG students more often used connective and contrastive words and the performative verb phrases I think and I know than DI students. Analysis of written arguments about a controversial question raised by the unit indicated that, compared to DI students, CG students included more logical connectives, contrastives, and performative verbs, produced fewer unelaborated arguments, more frequently asked rhetorical questions, and more often considered both sides of the policy issue. The study provides fresh insight into how instructional frameworks can affect how students view themselves as writers in relation to a prospective audience.
KW - Audience
KW - Classroom discourse
KW - Connectives
KW - Written argumentation
UR - http://www.scopus.com/inward/record.url?scp=85046754326&partnerID=8YFLogxK
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U2 - 10.1016/j.ijer.2018.03.001
DO - 10.1016/j.ijer.2018.03.001
M3 - Article
AN - SCOPUS:85046754326
SN - 0883-0355
VL - 90
SP - 234
EP - 247
JO - International Journal of Educational Research
JF - International Journal of Educational Research
ER -