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Self-regulated strategy development instruction for writing an opinion essay: Effects for six students with emotional/behavior disorders

Abstract

A multiple-probe across-subjects design was used to examine persuasive writing performance of six 2nd- through 5th- grade students with emotional/behavior disorders (EBD). Students’ writing was evaluated before and after self-regulated strategy development (SRSD) instruction for the POW (Pick my idea, Organize my notes, Write and say more) + TREE (Topic sentence, Reasons – three or more, Ending, Examine) strategy. Students’ essays written during and immediately after instruction indicated that the students had learned to write independently a persuasive essay with five parts. Generalization and maintenance performance, however, varied across students and appeared to be associated with behavior as opposed to the inability to transfer or remember the strategy.

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Acknowledgements

Preparation of this article was funded by Campus Research Board Grant, University of Illinois, Urbana-Champaign. The authors would like to thank Rahul Ganguly, Yore Kedem, Diana Sukrham, and Ray Taft for their support in this project.

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Correspondence to Linda H. Mason.

Appendix A

Appendix A

Holistic Quality Score

Score of 10. Persuasive essay includes topic sentence, more than three reasons with at least three explanations, and an ending sentence. Essay is written in a logical sequence that strengthens the writer’s argument. Writer uses more than one counter argument/point in the essay.

Score of 9. Persuasive essay includes topic sentence, more than three reasons, at least 3 explanations, and an ending sentence. Essay is written in a logical sequence that strengthens the writer’s argument. Writer uses 1 counter argument/point in the essay.

Score of 8. Persuasive essay includes topic sentence, more than three reasons, at least 2 explanations, and an ending sentence. Essay is written in a logical sequence that strengthens the writer’s argument.

Score of 7. Persuasive essay includes topic sentence, three reasons with at least two explanations, and ending sentence. Essay is written in a logical sequence that strengthens the writer’s argument.

Score of 6. Persuasive essay includes topic sentence, three reasons with at least 1 explanation, and ending sentence. Essay’s sequence is weak, therefore limiting the writer’s argument.

Score of 5. Persuasive essay includes topic sentence, three reasons, and ending sentence.

Score of 4. Persuasive essay includes four of the following parts: topic sentence, reasons, and ending sentence.

Score of 3. Persuasive essay includes three of the following parts: topic sentence, three reasons, and ending sentence.

Score of 2. Persuasive essay includes two of the following parts: topic sentence, reasons, and ending sentence.

Score of 1. Persuasive essay includes one of the following parts: topic sentence, reason, and ending sentence.

Score of 0. No essay parts.

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Mason, L.H., Shriner, J.G. Self-regulated strategy development instruction for writing an opinion essay: Effects for six students with emotional/behavior disorders. Read Writ 21, 71–93 (2008). https://doi.org/10.1007/s11145-007-9065-y

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Keywords

  • Behavior Disorders
  • Essay
  • Instruction
  • Strategy writing