The effects of being a reader and of observing readers on fifth-grade students’ argumentative writing and revising

Giving Feedback: Preparing Students for Peer Review and Self‐Evaluation

“…Second, they may understand that revision should include larger changes, but they may not be able to evaluate their work and diagnose any problems (Graham, 1997;Hayes et al, 1987;MacArthur, 2011MacArthur, , 2012MacArthur, , 2016. This difficulty could be due to a lack of knowledge of evaluation criteria (MacArthur, 2016;Moore & MacArthur, 2012). Consequently, students may engage in sentence-by-sentence editing with changes on the word level instead of substantive changes to the organization and ideas (Hayes et al, 1987).…”

“…Third, students may be able to diagnose problems with their work, but they may lack strategies for making revisions (Hayes et al, 1987). Finally, students may lack an understanding of audience and its needs (Magnifico, 2010;Midgette, Haria, & MacArthur, 2008;Moore & MacArthur, 2012;Rijlaarsdam, Couzijn, Janssen, Braaksma, & Kieft, 2006). Instructional approaches suggest that when writers take the perspective of the reader, they are able to develop a better understanding of the communicative needs of their work and make effective revisions that affect writing quality (Moore & MacArthur, 2012;Rijlaarsdam & Couzijn, 2000).…”

Authors and citizens: sociological imagination and the writing of evidence‐based argument

“…With regard to specific instructional strategies, asking students to discuss positions and evidence before writing is helpful (Auriac‐Peyronnet, ). Likewise, students benefit from reading and analysing examples of persuasive text (Klein and Rose, ; Moore and MacArthur, ). Beginning with teacher‐modelled writing and gradually shifting through shared and guided practice before requiring independent writing is also a useful approach (Klein and Rose, ), as is the use of planning documents prior to drafting (Wray & Lewis, ).…”

“…Aspects of this curriculum reflected the research literature on teaching argument. The students read a persuasive mentor text (Moore and MacArthur, ) and the ensuing discussion helped them to fully grasp both the intent and structure of this genre of writing. Early mastery of vocabulary associated with this type of text (e.g.…”

Argumentation in and Across Disciplines: Two Norwegian Cases

“…Det innebaerer både å ta et perspektiv og framsette en påstand, veie for og imot, forutse og imøtegå motargument, samt å inneha kunnskap om emnet og vaere i stand til å uttrykke kunnskapen på en relevant og effektiv måte (Mateos et al 2011, 282;Nussbaum 2002, 79;Voss og Van Dyke 2001). Argumentasjon innebaerer også ferdigheter knyttet til abstraksjon, konseptualisering og logisk tenkning (Andrews et al 2009, 292), foruten forståelse for argumentasjon som en interaktiv meningsskapende prosess som involverer strategiske valg knyttet til en mottaker (Moore og MacArthur 2012). At elever strever med å realisere adekvat argumentasjon i skrift, er grundig dokumentert på tvers av både tid og sted (se for eksempel Andrews 1989;Beard 2000;Freedman og Pringle 1984;Gorman et al 1988;Igland 2007;Larsson 1984;Øgreid og Hertzberg 2009).…”