Effects of Text Structure Strategy Instruction on Persuasive Essays

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. 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.

Autorentext
Ekaterina Midgettte received her post-graduate degree from University of Delaware in 2007, majoring in Literacy Education. Her main research interest include cognitive approaches to writing instruction, development of students' critical thinking skills, and literacy for English language learners.

Klappentext
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. 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.