ERIC ED299596: Research Review: Patterns of Development pdf

ERIC ED299596: Research Review: Patterns of Development

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Existing evidence suggests that students do less well in writing argument than they do in writing narrative reports, and the reasons for the poorer performance are complex and interactive. In some ways argument is more cognitively demanding than narrative, but lack of experience in persuasive writing, and the interrelated nature of the writing situation and the assessment situation also play a role. A review of the literature reveals several lines of evidence which suggest that argumentative writing should not be neglected because it might be too difficult. Useful procedures for developing persuasive writing include the following: (1) topics should be on issues important to students; (2) students should be encouraged to engage in persuasive writing to teachers, peers, principals, and others when they feel strongly on issues; (3) large and small group discussions are invaluable in developing associated skills; (4) exercises to sort out what the students think are an important bridge to argumentative writing; and (5) students in the upper elementary years and beyond should read persuasive writing for exposure to linguistic conventions.

There is no good reason why this kind of writing should be regarded as a difficult form to be attempted only by older and brighter students. (Forty-seven references are attached.) (RS

• Creator/s: ERIC
• Date: 1988-09
• Year: 1988
• Book Topics/Themes: ERIC Archive, Case Studies, Elementary Secondary Education, Narration, Persuasive Discourse, Teaching Methods, Writing (Composition), Writing Exercises, Writing Research

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