Ferretti, R.P., Lewis, W. E., & Andrews-Weckerly, S. (2009). Do goals affect the structure of students' argumentative writing strategies? Journal of Educational Psychology, 101(3), 577-589.
This journal article presents the results of an experimental study that examined students' persuasive writing after they received a general goal vs. a more detailed "elaborated" goal with subgoals. Students who received an elaborated goal wrote more persuasive essays that addressed alternative viewpoints compared with students who received the general goal.
Monday, September 28, 2009
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