Author: Gleason M.M.

Source: Reading and Writing Quarterly, Volume 15, Number 1, 1 January 1999 , pp. 81-106(26)

Publisher: Routledge, part of the Taylor & Francis Group

Abstract:

Student performance on argumentative writing tasks indicates considerable difficulty with this mode of writing. This article discusses a model of argumentation that has been adapted for instructional intervention with general education students and students with learning disabilities (LD). Results from a series of three studies, in which an experimental intervention has achieved some success in addressing the difficulties that students with LD have with argumentative writing, are reported. Specifically, the article addresses the role of evidence in argumentative writing and how these three studies examined techniques for improving the soundness and strength of students' arguments. Conclusions are drawn regarding the instructional approaches and techniques that may have made this intervention efficacious. In addition, the article discusses the feasibility and sustainability of the intervention.

Language: English

Document Type: Research article

Publication date: 1999-01-01

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