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The present investigation tested the effectiveness of two methods of teaching strategies to 9th grader for persuasive writing. After the first part, common to both groups, which focused on Self-Regulated Strategy Development (SRSD), the 121 students of the EG performed the planning tasks of the persuasive text in the collaborative context of the jigsaw; meanwhile the 109 students of the CG worked individually. In this article beyond the theoretical supports of the research, the method will be described with particular emphasis on the materials, instruments and procedures.

Ensino de estratégias de escrita para a composição do texto argumentativo