Do Goals Affect the Structure of Students' Argumentative Writing Strategies?

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A Meta-Analysis of Writing Instruction for Students in the Elementary Grades. (2012, unknown): “…2 FR 0.70 MacArthur et al. (1995) 4–6 SWD 1.33 Yarrow & Topping (2001) 5–6 FR 0.76 Olson (1990) 6 FR 0.67 Product goals Graham & Harris (2006)a 4 SW 0.28 Ferretti et al. (2009)a 4–6 FR, SW 1.11 Ferretti et al. (2000)a 4–6 FR, SW 0.35 Schunk & Swartz (1993a, Experiment 2)a 4 FR 1.08 Midgette et…”
Handbook of Self-Regulation of Learning and Performance (2011, background): “Research also indicates, however, that the effects of goal setting are neither uniform nor always easy to predict (Ferretti et al., 2009).”
Argumentation, Dialogue Theory, and Probability Modeling: Alternative Frameworks for Argumentation Research in Education (2011, background): “Ferretti et al. (2009) were able to reliably determine which of seven schemes were used in students’ opinion essays; however, Duschl (2008) found—in investigating oral discourse around a science curriculum—that several of the schemes could not be reliably distinguished.”
Adolescents’ Disciplinary Use of Evidence, Argumentative Strategies, and Organizational Structure in Writing About Historical Controversies (2012, background): “These findings replicate those reported by Ferretti et al. (2009), who used this approach to analyze the effects of goal structures on the argumentative writing of students who wrote about a topic related to school.”