Visual Thinking and Argumentative Writing: A Social-Cognitive Pairing for Student Writing Development

Autor/inn/en	Anderson, Ross C.; Chaparro, Erin A.; Smolkowski, Keith; Cameron, Rachel
Titel	Visual Thinking and Argumentative Writing: A Social-Cognitive Pairing for Student Writing Development
Quelle	55 (2023), Artikel 100694 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1075-2935
Schlagwörter	Persuasive Discourse; Formative Evaluation; Writing Evaluation; Scoring Rubrics; Student Motivation; Learner Engagement; Writing Instruction; Visual Literacy; Teaching Methods; Cues; Student Attitudes; Self Efficacy; Critical Thinking; Perspective Taking; Writing Attitudes; Sense of Community; Elementary School Students; Middle School Students + Suchen Sie Ihr Suchwort? Persuasion; Persuasive Kommunikation; Scoring formulas; Auswertungsbogen; Schulische Motivation; Schreibunterricht; Literacy; Visualization; Visualisation; Schreib- und Lesekompetenz; Visualisierung; Teaching method; Lehrmethode; Unterrichtsmethode; Stichwort; Schülerverhalten; Self-efficacy; Selbstwirksamkeit; Kritisches Denken; Zukunftsperspektive; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin
Abstract	Though argumentative writing is a vital skill across diverse content areas and domains, most U.S. students perform below grade level in writing, and teachers are often unprepared to address this shortfall because their training approaches writing as a subspecialty of reading rather than its own unique discipline. Writing instruction and assessment need more approaches and broader perspectives to foster students' motivation and engagement. To that end, the research team developed an innovative formative writing assessment exercise and scoring rubric focusing on analytic skills and the personal meaning-making process of argument writing rather than the technical skills of grammar, punctuation, and spelling. Integrating a visual literacy and arts component into the writing protocol as an alternative to a text-based prompt to enhance students' engagement in writing. The scoring rubric design aimed to be generally applicable to a variety of different kind of prompts, providing anchors alongside detailed criteria for each aspect of argumentative writing included. The team also surveyed students' perceptions of different factors including self-efficacy for argumentation, self-efficacy for close observation, critical thinking, intrinsic enjoyment to write, openness to different perspectives, and sense of belonging in the class. The results emphasized the importance of students' self-efficacy in argumentative writing and provide initial evidence that the proposed approach has promise. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01