Open AccessThe POW+TREE Strategy’s Effects on the Argumentative Writing of Struggling Secondary Students
Author(s) -
Matthias Grünke
Publication year - 2021
Publication title -
journal of educational research and practice
Language(s) - English
Resource type - Journals
ISSN - 2167-8693
DOI - 10.5590/jerap.2021.11.1.27
Subject(s) - argumentative , ninth , point (geometry) , psychology , quality (philosophy) , mathematics education , intervention (counseling) , tree (set theory) , linguistics , mathematics , mathematical analysis , philosophy , physics , geometry , epistemology , psychiatry , acoustics
The present study aims to evaluate the effects of an argumentative writing strategy (POW+TREE) on four struggling ninth graders’ ability to produce persuasive texts regarding their point of view on different questions. I applied a multiple-baseline design to evaluate outcomes across participants. The results indicate the intervention helped students to write more extensive essays, and evidence shows an increase in quality. Follow-up data suggest the effects remained after the treatment ended. I also discuss future research and the findings’ implications for practitioners.