Teaching Text Structure : Effects on High School Students' Argumentative Essays

被引：2
|
作者：
Seidou, Atsuko [1 ]
机构：
[1] Nagoya Univ, Grad Sch Educ & Human Dev, Nagoya, Aichi 4648601, Japan
来源：
JAPANESE JOURNAL OF EDUCATIONAL PSYCHOLOGY | 2010年 / 58卷 / 03期
关键词：
instruction in writing; argumentative essays; text structure; high school students; GRADE LEVELS; STRATEGIES;
D O I：
10.5926/jjep.58.361
中图分类号：
G44 [教育心理学];
学科分类号：
0402 ; 040202 ;
摘要：
The present study examined effects of teaching high school students the structure of argumentative essays. After high school juniors (N = 59) wrote argumentative essays, the students in the experimental group (n = 29) were given information about the text structure of argumentative essays and a model essay. After that, essays written by the experimental group students were longer, included more essay elements, and showed greater improvement in the quality of the contents than the control group's essays did. Moreover, these effects were maintained when the students wrote argumentative essays again 1 month later. After the students in the control group were given the intervention, the same effects were observed. The present results showed that after high school students were taught text structure, their argumentative essays improved both quantitatively and qualitatively.
引用
收藏
页码：361 / 371
页数：11
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