Teaching and learning argumentative non-fiction writing for 7-14 year olds: A systematic review of the evidence of successful practice

This digest found in

English

Authors

Andrews, R., Torgerson, C., Low, G., McGuinn, N., & Robinson, A. (2006)

Publisher

EPPI-Centre Social Sciences Research unit, London: Institute of Education

Introduction

How can teachers best develop pupils’ argumentative writing?

Many pupils struggle to write well. National test results show that writing consistently lags behind reading, particularly at Key Stage 2. What strategies are successful at helping pupils improve their writing skills? The authors of this study carried out a systematic review of research about teaching non-fiction writing at Key Stages 2 and 3 (ages 7-14 years) to find out. They explored how teachers can help pupils learn to write well, focusing specifically on argumentative writing (writing to persuade, argue and advise as well as writing to analyse, review and comment).

The study found that a number of factors create a climate for successful practice. These were general to all forms of writing and included training pupils to plan, draft, edit and revise their writing and involving them in discussions. The study also found a number of successful strategies specific to argumentative writing. These included using heuristics to scaffold the writing (such as think sheets and writing frameworks), teachers modelling argumentative writing and coaching pupils through the process of writing argumentatively. It was also important that teachers paid attention to both the strategies and the conditions which underpinned them.

The reviewers’ findings and the examples of practice described in this digest should offer helpful insights to teachers who are developing their own classroom practice and improving their pupils’ writing skills.

Keywords
Key Stage 2; Primary schools; Key Stage 3; Secondary schools; Literacy; Writing; Teaching and learning; Speaking and listening

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Research Home Themes \| Find digests \| About the digests resources glossary researchers contact TRIPS Introduction What strategies helped pupils improve their writing? How did training pupils to use the writing process model help? How did providing a framework of goals help? What other forms of writing training helped? How did the reviewers arrive at their findings? What are the implications of the study? Where can I find out more? Send us your feedback Collated digests To view/remove/add notes and save your collated digests click here Get Word Reader Teaching and learning argumentative non-fiction writing for 7-14 year olds: A systematic review of the evidence of successful practice This digest found in English Send to a friend Word doc 60KB Printer friendly Collate for later Authors Andrews, R., Torgerson, C., Low, G., McGuinn, N., & Robinson, A. (2006) Publisher EPPI-Centre Social Sciences Research unit, London: Institute of Education Introduction How can teachers best develop pupils’ argumentative writing? Many pupils struggle to write well. National test results show that writing consistently lags behind reading, particularly at Key Stage 2. What strategies are successful at helping pupils improve their writing skills? The authors of this study carried out a systematic review of research about teaching non-fiction writing at Key Stages 2 and 3 (ages 7-14 years) to find out. They explored how teachers can help pupils learn to write well, focusing specifically on argumentative writing (writing to persuade, argue and advise as well as writing to analyse, review and comment). The study found that a number of factors create a climate for successful practice. These were general to all forms of writing and included training pupils to plan, draft, edit and revise their writing and involving them in discussions. The study also found a number of successful strategies specific to argumentative writing. These included using heuristics to scaffold the writing (such as think sheets and writing frameworks), teachers modelling argumentative writing and coaching pupils through the process of writing argumentatively. It was also important that teachers paid attention to both the strategies and the conditions which underpinned them. The reviewers’ findings and the examples of practice described in this digest should offer helpful insights to teachers who are developing their own classroom practice and improving their pupils’ writing skills. Keywords Key Stage 2; Primary schools; Key Stage 3; Secondary schools; Literacy; Writing; Teaching and learning; Speaking and listening