ERIC Number: EJ1295517
Record Type: Journal
Publication Date: 2021-May
Pages: 22
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0922-4777
EISSN: N/A
Collaborative Writing as a Bridge from Peer Discourse to Individual Argumentative Writing
Reading and Writing: An Interdisciplinary Journal, v34 n5 p1321-1342 May 2021
Converging evidence indicates that argumentative thinking and writing are promoted by peer discourse. Here it is proposed that collaborative writing can serve as a bridge from peer discourse to individual argumentative writing. Three groups of sixth graders participated in a study that tested this hypothesis. Two of the groups took part in a month-long intervention that emphasized engagement and practice in dialogic argumentation. These two groups differed only in addition of a joint writing activity in one group. The third group served as a non-intervention control. Final individual essays showed superior performance by the joint writing group. Essays of the superior group more frequently included evidence-based arguments. They also more often integrated belief-incongruent statements with belief-congruent ones. Group differences transferred in several respects to essays on a new topic. Results support the claim that engagement in collaborative writing offers a promising path in developing argumentative writing.
Descriptors: Collaborative Writing, Peer Relationship, Persuasive Discourse, Dialogs (Language), Intervention, Grade 6, Writing Achievement, Essays
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://bibliotheek.ehb.be:2123/
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 6; Intermediate Grades; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A