Purpose:The study sought to examine the effectiveness of a dialogue-based argument intervention in enhancing Chinese middle school students'integration of conflicting information from multiple texts in argumentati...Purpose:The study sought to examine the effectiveness of a dialogue-based argument intervention in enhancing Chinese middle school students'integration of conflicting information from multiple texts in argumentative writing.Design/Approach/Methods:The study followed a quasi-experimental design with pre-assessment and post-assessment,comparing seventh-grade intervention and non-participating control students'individual post-assessment writing performance on a non-discourse topic involving geneticallymodified foods.Findings:Intervention students outperformed control students in integrating textual evidence inconsistent with one's position.Specifically,intervention students were more successful in integrating position-inconsistent information with their prior knowledge or integrating multiple pieces of position-inconsistent information from one text or across multiple texts.Intervention students were also more successful in integrating two pieces of conflicting information.When judging text trustworthiness,intervention students trusted a primary source to a greater extent and showed greater gains in taking into consideration the epistemological aspect,as well as one's own or a text's position on the issue.OriginalityNalue:The present study demonstrated the effectiveness of the dialogue-based argument curriculum in promoting Chinese middle school students'ability to write integrated essays from multiple texts.展开更多
文摘Purpose:The study sought to examine the effectiveness of a dialogue-based argument intervention in enhancing Chinese middle school students'integration of conflicting information from multiple texts in argumentative writing.Design/Approach/Methods:The study followed a quasi-experimental design with pre-assessment and post-assessment,comparing seventh-grade intervention and non-participating control students'individual post-assessment writing performance on a non-discourse topic involving geneticallymodified foods.Findings:Intervention students outperformed control students in integrating textual evidence inconsistent with one's position.Specifically,intervention students were more successful in integrating position-inconsistent information with their prior knowledge or integrating multiple pieces of position-inconsistent information from one text or across multiple texts.Intervention students were also more successful in integrating two pieces of conflicting information.When judging text trustworthiness,intervention students trusted a primary source to a greater extent and showed greater gains in taking into consideration the epistemological aspect,as well as one's own or a text's position on the issue.OriginalityNalue:The present study demonstrated the effectiveness of the dialogue-based argument curriculum in promoting Chinese middle school students'ability to write integrated essays from multiple texts.
