The effects of content and audience awareness goals for revision on the persuasive essays of fifth- and eighth-grade students

Midgette, Ekaterina; Haria, Priti; MacArthur, Charles A.

doi:10.1007/s11145-007-9067-9

Cited by 109 publications

(74 citation statements)

References 18 publications

(36 reference statements)

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“…Argumentative writing was chosen because it was the most common type of essay used in determining writing performance (Nussbaum, 2005;Midgette, Haria and MacArthur, 2008). Besides, the test was employed due to its nature that required further discussion in conveying the desired goal (Coirier, Andriessen & Chanquoy, 1999).…”

Section: Writing Testsmentioning

confidence: 99%

Effects of Facebook Collaborative Writing Groups on ESL Undergraduates’ Writing Performance

Shukor¹,

Noordin²

2014

IJELE

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This study investigated the effects of Facebook collaborative writing groups on ESL undergraduates writing performance. A total of 33 second year ESL students were involved in this study. The students were divided into two groups; control and experimental groups. Facebook, as the treatment in this study was compared to a conventional method; face-to-face in the collaborative writing activities. The comparison between face-to-face and Facebook collaborative writing groups were made in order to measure students' writing performance on the intervention based on Jacob's et al. (1981) ESL Composition Profile; content, organisation, vocabulary, language us and mechanics. Before using this approach, a pre-test was administered to all students and based on the preliminary results; students were divided into Facebook and face-to-face collaborative writing groups. After using both approaches, a post-test was given to participants in both groups. The data were then analysed using inferential statistics; independent t-test and paired sample t-test. From the findings, it was found that participants in Facebook collaborative writing groups displayed slightly higher scores compared to face-to-face collaborative writing groups. However, the differences between Facebook and face-to-face collaborative writing groups were not significant in the post-test writing scores. When comparison was made within each group, this study found that there were significant differences for overall writing performance, content, organisation, vocabulary, language use and mechanics. Meanwhile in the face-to-face collaborative writing groups, there were also significant differences for overall writing performance, content, organization and vocabulary except for language use and mechanics.

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Section: Writing Testsmentioning

confidence: 99%

Effects of Facebook Collaborative Writing Groups on ESL Undergraduates’ Writing Performance

Shukor¹,

Noordin²

2014

IJELE

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“…Therefore the findings that we report here should be read with these caveats in mind. The foci of these three studies are: social and cognitive processes underlying the development of argumentational knowledge (Reznitskaya et al 2007); the effects of content and audience awareness goals for revision of persuasive essays (Midgette et al 2008); and self-regulated strategy development instruction for writing an opinion essay (Mason and Shriner 2008).…”

Section: Recent Research Literaturementioning

confidence: 99%

Teaching argument writing to 7‐ to 14‐year‐olds: an international review of the evidence of successful practice

Andrews

Torgerson

Low

et al. 2009

Cambridge Journal of Education

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“…As well as providing general evidence of the positive effects of goals focused on content and audience (Midgette et al 2008), there were specific instances of children using 'high pressure/hard sell' persuasive techniques that became less exaggerated and more subtle with age (c.f. Flavell et al 1968).…”

Section: Discussionmentioning

confidence: 99%

“…In a similar vein, Riley and Reedy (2005) report case study evidence of the benefits of pupil engagement with real-life issues, through educational visits and practical curriculum activities. Midgette, Haria and MacArthur (2008) also report on the positive effects of goals, especially those focused on content and audience.…”

Section: Previous Work On Children's Persuasive Writingmentioning

confidence: 99%

“…In order to answer the next two research questions (concerning features found in Year 5 advertisement writing and how the profile of features changed a year later), broader textual assessments were made, in line with the suggestions of Midgette et al (2008) and Myhill (2009), as discussed above. These broader assessments involved the used new rating scales derived from relevant studies of elementary/primary school writing, national curriculum documentation and the work of linguists who have specifically addressed persuasive techniques that might be used in advertisement writing (Leech 1966;Crystal 1995;WyattSmith 1997;Crystal 1998;DfEE 2000;Author;DfES 2002;QCA 2004;Cameron and Besser 2004; see also Authors a).…”

Section: [Insert Table 1 About Here]mentioning

confidence: 99%

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Investigating persuasive writing by 9–11 year olds

Beard¹,

Burrell²,

Homer

2016

Language and Education

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Within research into children's persuasive writing, relatively little work has been done on the writing of advertisements, how such writing develops in the primary school years and the textual features that help to secure this development. Framed within rhetoric, writing and linguistics, an exploratory study was undertaken in which a standardised task and a repeatmeasures design were used to investigate the writing of an advertisement by 112 nine-ten year old pupils from two English Local Authorities, in the spring term and again a year later.The scripts were first rated for five generic constituents of writing using the standardised task guidelines. The scripts were then rated for the use of specific textual features of advertisements. All constituents, and many textual features, showed increased use across the sample as a whole, even though further analysis showed that some children who had used certain features in Year 5 had not used them in Year 6. Qualitative analysis revealed common features within attainment sub-groups in content, language use and overall effectiveness of the writing. There were indications that, if appropriately supported, experience of advertisement writing could contribute to children's abilities in tackling other forms of persuasive writing.

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The effects of content and audience awareness goals for revision on the persuasive essays of fifth- and eighth-grade students

Cited by 109 publications

References 18 publications

Effects of Facebook Collaborative Writing Groups on ESL Undergraduates’ Writing Performance

Effects of Facebook Collaborative Writing Groups on ESL Undergraduates’ Writing Performance

Teaching argument writing to 7‐ to 14‐year‐olds: an international review of the evidence of successful practice

Investigating persuasive writing by 9–11 year olds

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