The effects of an elaborated goal on the persuasive writing of students with learning disabilities and their normally achieving peers.

By R. Ferretti, Charles A. MacArthur, Nancy S. Dowdy. 2000

217 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/b962e088541f6a712a40640b6bb33bb105344450

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In Developmental and Educational Psychology

In Education

In Literature and Literary Theory

Citations in the corpus

Do Goals Affect the Structure of Students' Argumentative Writing Strategies? (2009, methodology): “We expected that the elaborated goal would induce students to present more reasons for their standpoint and to evidence greater consideration of alternative standpoints (Ferretti et al., 2000; Nussbaum & Kardash, 2005).”
Teaching and Learning Argumentation (2007, background): “Further, research has indicated that the quality of argumentative writing can be improved by task instructions that encourage students to generate arguments and counterarguments (Ferretti et al., 2002; Nussbaum & Kardash, 2005).”
Measuring Written Language Ability in Narrative Samples (2007, background): “For example, Ferretti, MacArthur, and Dowdy (2000) looked for persuasive elements in essays.”
The effect of argumentative task goal on the quality of argumentative discourse (2013, unknown): “This corresponds to what Gilbert (1997) describes as ‘‘coalescent argumentation.”
Writing Instruction for Adolescents with Learning Disabilities: Programs of Intervention Research (2008, background): “Revising for meaning will not ensure revision in spelling, capitalization, and punctuation (Ferretti et al., 2000).”
What We Know, What We Still Need to Know: Teaching Adolescents to Write (2007, background): “For instance, in a study by Ferretti, MacArthur, and Dowdy (2000) , students were provided with the following objectives for a persuasive writing assignment: (a) a general goal to take a position and write a letter leading the audience to agree with them as well as (b) specific subgoals for accompl”
The effects of content and audience awareness goals for revision on the persuasive essays of fifth- and eighth-grade students (2008, methodology): “Though the literature on the effects of goals on planning and revising has included students from upper elementary grades through college, only the study by Ferretti et al. (2000) included multiple ages; as noted above, they found an interaction between goal condition and age.”
A meta-analysis of writing instruction for adolescent students. (2007, background): “…type Effect size Schunk and Swartz (1993a), Exp. 2 5 full range 20 N, E goal to write a certain type of paragraph versus goal to do best (random assignment) 8.0 J 1.01 Ferretti et al. (2000) 6 & 8 full range & SNL 124 E goal to include common persuasive elements verses general goal to write a…”
Adolescents’ Disciplinary Use of Evidence, Argumentative Strategies, and Organizational Structure in Writing About Historical Controversies (2012, methodology): “This rubric was based on prior work by Ferretti et al. (2000) and was developed to gauge the writer’s ability to (a) provide a clear opinion on the topic; (b) support a position with accurate facts, examples, and details; (c) weigh the importance, reliability, and validity of the evidence; (d)…”