Development of the Composition Strategies Use in Argumentative Writing Scale for 5th-6th Grade Elementary School Students

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  • 小学校高学年児童を対象とする意見文産出方略使用尺度の開発
  • ショウガッコウ コウガクネン ジドウ オ タイショウ ト スル イケンブン サンシュツ ホウリャク シヨウ シャクド ノ カイハツ

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Abstract

<p>This study developed a scale to capture the conscious use of writing strategies that 5th-6th grade elementary students employ when they write argumentative essays. Study 1 (N = 426) indicated that the strategy use could be classified into five factors: Reader Awareness, Consideration of Opposing Views, Flow of Composition, Expressing One’s Position, and Proofreading. The content validity of this factor structure was examined by comparing strategy use between those with high and low subjective frequency for writing essays, as well as groups separated by high and low levels of self-efficacy in writing essays. The results showed that the score for each strategy was elevated for groups under both conditions for frequency and self-efficacy. This indicated a degree of content validity for the scale. Study 2 examined the relationship between the conscious use of strategies and the evaluation of essay by graduate students with teaching licenses. Strategy use scores were elevated in the high essay quality group rather than the low essay quality group for 3 of the 5 strategies: Reader Awareness, Flow of Composition, and Expressing One’s Position supporting preliminary practical applicability. This suggests that assisting learners to adopt and consciously use these strategies may improve the quality of argumentative essays. Future validation steps for the scale should examine whether the quality of argumentative essays can be improved by implementing the scale as a tool to support novice writers and raise metacognitive awareness in the argumentative essay writing process.</p>

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