U.S. Secondary Students’ Source-Based Argument Writing in History
Bibliographic Data
| ID | 21560596 |
|---|---|
| Authors | Jacob Steiss (0000-0002-8987-1990, University of California, Irvine, CA, USA, corresponding author), Jiali Wang (0000-0002-0781-8177, University of California, Irvine, CA, USA), Young‐suk Grace Kim (0000-0002-4328-3843, University of California, Irvine, CA, USA), Carol Booth Olson (0000-0003-2034-9421, University of California, Irvine, CA, USA) |
| Year | 2024 |
| Volume | 41 |
| Issue | 4 |
| Pages | 693-725 |
| Publication date | 2024-10-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Written Communication (JOURNAL) |
| Journal identifiers | ISSN: 0741-0883 • E-ISSN: 1552-8472 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/07410883241263549 |
| OpenAlex | W4401708564 |
| Language | EN |
| References cited | 59 |
Developing students’ source-based argument writing skills is a vital educational goal for the 21st-century information society. Consequently, researchers and educators continually seek ways to understand and improve students’ capacities for advancing arguments and synthesizing multiple documents, texts, or sources in a range of subject areas in secondary schools. This study examined differences between middle and high school students’ argument essays (N = 207) in multiple dimensions of source-based argument writing in history, the dimensions writing in history, and the relations of identified dimensions to overall writing quality. Using multivariate analysis of covariance, middle and high school students’ writing significantly varied in areas of writing related to language use, the presentation of ideas, and evidence use. Their writing varied less so for skills related to historical thinking, indicating a lack of development in these skills across secondary school. Findings from confirmatory factor analysis and structural equation modeling showed a bifactor model with a general factor and 4 specific factors—Presentation of Ideas, Evidence Use, Language Use, and Historical Thinking—best represented writing in this genre, with the general factor strongly predicting holistic writing scores. Implications for both research and educational practice are discussed, including the importance of attending to developmental variation in discrete writing skills
Higher education · Linguistics · Mathematics education · Pedagogy · Political science · Secondary education · Sociology · Teaching method · Educational Assessment and Pedagogy · Educational Strategies and Epistemologies · Educator Training and Historical Pedagogy · Philosophy · Psychology
Scale Development
The Language of Schooling
Modeling and Remodeling Writing
A Revised Writer(s)-Within-Community Model of Writing
The development and use of cohesive devices in L2 writing and their relations to judgments of essay quality
Resolv
EJ Extra
Disciplinary Literacy in History
Multiple-documents literacy
Full-Information Item Bi-Factor Analysis
Disciplinary Literacies and Learning to Read for Understanding
Improving Students' Ability to Identify and Use Source Information
Cutoff criteria for fit indexes in covariance structure analysis
Controlling the False Discovery Rate
Linguistic Features of Secondary School Writing
Examining the Impact of a Cognitive Strategies Approach on the Argument Writing of Mainstreamed English Learners in Secondary School
Historical Argumentation
Hierarchical and dynamic relations of language and cognitive skills to reading comprehension
The challenges of writing from sources in college developmental courses
Expanding the Direct and Indirect Effects Model of Writing (Diew)
Reading Like a Historian
Teaching Disciplinary Literacy to Adolescents
What Is Disciplinary Literacy and Why Does It Matter
Historical problem solving
The Rediscovery of Bifactor Measurement Models
Foregrounding the Disciplines in Secondary Literacy Teaching and Learning
Beyond Reading Comprehension and Summary
Designing Writing Prompts to Elicit Students’ Historical Thinking
A Historical Writing Apprenticeship for Adolescents
Automated Scoring of Students’ Use of Text Evidence in Writing
Qualities of Historical Writing Instruction
Principles and Practice of Structural Equation Modeling
| Highly cited | No |
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