Answer: “Analyzes 48
low-income middle-school students’ development in argumentative writing over a
three-year period in which students in experimental groups engaged in online
dialogue debates on social issues to foster their argumentative reasoning
versus a control group of students who participated in face-to-face discussion.
Students in the experimental group generated higher quality post-essay
argumentative writing, were more aware of evidence relevance, and posed more
substantive questions than did students in the control group.”
Comment: FYI. RayS.
Source:
Kuhn, D., & Crowell, A. (2011). Dialogic argumentation as a vehicle for
developing young
adolescents’
thinking. Psychological Science, 22(4), 545–552.
Title:
“Annotated Bibliography of Research in the Teaching of English.” Richard
Beach, et al. Research in the Teaching of
English (November 2011),
Internet. http://www.ncte.org/journals/rte/issues/v46-2.
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