Confronting the Challenges of Undergraduates’ Argumentation Writing in a “Learning How to Learn” Course
Bibliographic Data
| ID | 21560507 |
|---|---|
| Authors | Patricia A Alexander (0000-0001-7060-2582, University of Maryland, College Park, corresponding author), Jannah Fusenig (0000-0001-9111-5038, University of Maryland, College Park), Eric C Schoute (0000-0003-4237-9023, University of Maryland, College Park), Anisha Singh (0000-0003-4405-5612, University of Maryland, College Park), Yuting Sun (0000-0001-6331-024X, University of Maryland, College Park), Julianne E Van Meerten (0000-0002-0011-293X, University of Maryland, College Park) |
| Year | 2023 |
| Volume | 40 |
| Issue | 2 |
| Pages | 482-517 |
| Publication date | 2023-04-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Written Communication (JOURNAL) |
| Journal identifiers | ISSN: 0741-0883 • E-ISSN: 1552-8472 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/07410883221148468 |
| OpenAlex | W4322736777 |
| Language | EN |
| Citations received | 4 |
| References cited | 57 |
In this article, we share what we learned about undergraduates’ struggles in writing quality summaries, comparison texts, and argumentative essays that were components of a unique course, Learning How to Learn. This course was designed to address core psychological issues that impede optimal learning for students from all majors, many of whom are preparing to attend professional or graduate school. Although never intended to be a course devoted to academic writing, the struggles we uncovered made it apparent that without addressing these students’ writing difficulties, especially with argumentation, optimal learning was not achievable. For each form of writing central to the course (i.e., summaries, comparisons, and argumentation), we not only describe the challenges we have documented over the past six years, but also the instructional responses we instituted to counter those challenges. We conclude by sharing insights we have garnered from this experience that may serve others who are confronting similar issues in their students’ writing abilities
Academic writing · Argumentation theory · Argumentative · Epistemology · Linguistics · Mathematics education · Pedagogy · Professional writing · Education and Critical Thinking Development · Educational Strategies and Epistemologies · Innovative Teaching and Learning Methods · Psychology
How we think.
The principles of psychology.
The influence of assessment method on students' learning approaches
Promoting Argument-Counterargument Integration in Students' Writing
A Revised Writer(s)-Within-Community Model of Writing
Guiding Principles for Fostering Productive Disciplinary Engagement
Multiple-documents literacy
What Pragmatism Is
Moving From the Old to the New
Possible selves
Identifying effective climate change education strategies
Evidence Use in Argument Writing Based on Multiple Texts
The Development of Expertise
Text Summarization Deficiencies Among Older Students
Design Experiments in Educational Research
| Citations per year | 1.33 |
|---|---|
| Citation span | 2023 - 2026 (4) |
| Highly cited | No |