ECNU Review of Education, Год журнала: 2025, Номер unknown
Опубликована: Янв. 19, 2025
Purpose The study sought to examine the effectiveness of a dialogue-based argument intervention in enhancing Chinese middle school students’ integration conflicting information from multiple texts argumentative writing. Design/Approach/Methods followed quasi-experimental design with pre-assessment and post-assessment, comparing seventh-grade non-participating control individual post-assessment writing performance on non-discourse topic involving genetically modified foods. Findings Intervention students outperformed integrating textual evidence inconsistent one's position. Specifically, were more successful position-inconsistent their prior knowledge or pieces one text across texts. also two information. When judging trustworthiness, trusted primary source greater extent showed gains taking into consideration epistemological aspect, as well own text's position issue. Originality/Value present demonstrated curriculum promoting ability write integrated essays
Язык: Английский