The purpose of the study was to investigate the effects of a comprehensive persuasive writing intervention based on the characteristics of the text structure on the persuasive writing of 8th graders. Students were randomly assigned to two treatments: Practice group and Procedural Facilitation group. Both of the groups received treatment in planning and revising persuasive essays. The writing of the students in the Procedural Facilitation treatment group was supported by implementing a free-writing drafting strategy during planning and by providing procedural facilitation for use during revision. Students' pre-test and post-test essays were scored for overall persuasiveness and elements of persuasive discourse. The hypothesis that the instruction in the Procedural Facilitation condition would be more effective in helping students to increase the overall persuasiveness of their essays and ability to include well-developed persuasive elements were not supported by the results of the study. However, across the conditions, significant increases in the participants' performance from pre-test to post-test were observed on both dependent measures, indicating the effectiveness of both types of instruction used during the intervention. In addition, the results indicated the students' ability to produce well-developed elements of persuasive discourse was influenced by the topic of the prompt. Limitations and implications for practice are discussed.I. Introduction ac Please explain to the students that today they will discuss why people need to learn how to write persuasively and write the first draft of a persuasive essay. ac Say: aTogether we will learn how to write more persuasively.
|Title||:||The Effects of Comprehensive Text Structure Strategy Instruction on Students' Ability to Revise Persuasive Essays|
|Publisher||:||ProQuest - 2007|