Teaching strategies for the written composition of the argumentative text
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Abstract
This paper aims to present a research project on teaching strategies to facilitate the written composition of the argumentative text by 9th grade students aged from 14 to 17 years. This project has a quasi-experimental methodological design with experimental (n = 140) and control (n= 130) groups, and pre, post and retention test. The written composition strategies, which were translated from the Self-Regulated Strategy Development (SRSD) (Harris et al., 2008), and adapted for the Portuguese school context, will be taught to all participating students (n=270). However, depending on experimental or control group, two distinct methods of study of texts aimed to foster the development of ideas, but external to the SRSD (Harris et al., 2008), were associated to their written strategies.
Given the effectiveness of SRSD (Harris et al., 2008), which has been proved in over 30 years of research, we focused our research on these different methods for studying texts. Thus far, we aim to verify which of these methods promotes lexical development, and the quality and variety of arguments, to be reversed in argumentative texts produced later by the students both groups. For this, the experimental group will be taught to study texts explicitly and directly in the collaborative context of jigsaw. In turn, the students in the control group will perform individually the study of texts to create ideas. The instructional program is taught once a week in Portuguese classes, over twelve sessions by seven teachers, who participated in training sessions appropriate to each group, experimental or control group. This teaching program was initiated in October 2013 and is running parallel until mid-March 2014 in four basic public schools, three located in the periphery and one in the urban area of Coimbra. The three tests to evaluate the teaching program will be conducted by all participating students and they will be analysed using quantitative and qualitative criteria.
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