The Effects of Goal Instructions and Text on the Generation of Counterarguments During Writing.

By Michael Nussbaum, C. Kardash. 2005

289 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/841d1dd7ad796bc9791f58495b8e8fba51ea7d6f

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In Developmental and Educational Psychology

In Education

In Social Psychology

Citations in the corpus

Argumentation, Dialogue Theory, and Probability Modeling: Alternative Frameworks for Argumentation Research in Education (2011, background): “…on the Toulmin model, with mixed results (Chambliss & Murphy, 2002; Fulkerson, 1996a, 1996b; Yeh, 1998), or on teaching students an argument–counterargument–rebuttal scheme (D. Kuhn & Udell, 2003; Nussbaum & Kardash, 2005; Reznitskaya & Anderson, 2002; Scheuer, Loll, Pinkwart, & McLaren, 2010).”
Investigating Instruction for Improving Revision of Argumentative Essays (2011, background): “Others that did not specifically examine the revision process have also found that task instructions (Ferretti, MacAurthur, & Dowdy, 2000; Nussbaum & Kardash, 2005) and scaffolds (Nussbaum, 2002) improve single-draft products.”
On the failure of cognitive ability to predict myside and one-sided thinking biases (2008, unknown): “…opinions (Baron, 1991; Greenhoot, Semb, Colombo, & Schreiber, 2004; Klaczynski & Lavallee, 2005; Klaczynski & Robinson, 2000; Kuhn, 1991, 2005; Nickerson, 1998; Nussbaum & Kardash, 2005; Perkins, 1985; Perkins, Farady, & Bushey, 1991; Sá, Kelley, Ho, & Stanovich, 2005; Toplak & Stanovich, 2003).”
The effects of content and audience awareness goals for revision on the persuasive essays of fifth- and eighth-grade students (2008, background): “As discussed earlier, students’ writing or revising typically does not reflect awareness of alternative perspectives as shown by efforts to consider and rebut opposing views (Applebee et al., 1990; Ferretti et al., 2000; Nussbaum & Kardash, 2005 ).”
Arguing to learn and learning to argue: design justifications and guidelines (2010, methodology): “ Nussbaum and Kardash (2005) asked students to write essays on whether TV causes violence.”
Teaching and Learning Argumentative Reading and Writing: A Review of Research (2011, background): “In one study, students given more elaborated goals for their writing generated higher quality persuasive essays than students who were given nonelaborated goals (Nussbaum & Kardash, 2005).”
Handbook of Epistemic Cognition (2016, background): “…reader individual differences that influence comprehension of arguments, including the extent to which readers hold knowledge related to the issue (Nussbaum & Kardash, 2005; Nussbaum & Schraw, 2007; Rouet, Britt, Mason, & Perfetti, 1996), beliefs and attitudes related to the issue (Wolfe, Britt,…”
Trends in Research on Writing as a Learning Activity (2016, unknown): “Differences in the effects of persuasion and deliberation goals on oral and written discourse are significant but complex (e.g., Nussbaum & Kardash, 2005).”
Critical Questions and Argument Stratagems: A Framework for Enhancing and Analyzing Students' Reasoning Practices (2011, background): “…proposed, including argumentation scripting (Schellens, Van Keer, De Wever, & Valcke, 2007), the use of worked examples of a “good discussion” (Rummel & Spada, 2005), and the provision of a dual-positional text that outlines some potential arguments and counterarguments (Nussbaum & Kardash, 2005).”
A Multicomponent Measure of Writing Motivation With Basic College Writers (2016, background): “Persuasion was chosen because of its fundamental importance to academic writing (Nussbaum & Kardash, 2005).”
Scientific Literacy: The Role of Goal-Directed Reading and Evaluation in Understanding Scientific Information (2014, background): “…interventions targeted at specific skills can be remarkably successful, for example, in overcoming the myside bias in argumentation (Kopp, 2013; Nussbaum & Kardash, 2005; Wolfe et al., 2009), learning to evaluate arguments (A. A. Larson et al., 2009), and learning to evaluate research studies…”