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Constructed dialogs reveal skill development in argumentive writing

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Abstract

This study investigates the possibility that solitary dialog, in which individuals construct in writing a hypothetical dialogic argument, may more fully reveal individual skill achievement in argument than do conventional argumentive essays. A sample of 54 11–12-year-old Chinese students individually composed such written dialogs, subsequent to their participation in a 4-month dialog-based argument curriculum that previously reported gains in both dialogic and essay assessments. Also partaking in the constructed dialog task reported on here were two non-intervention control groups from the same school; one the same age (n = 50) as and the other 2 years older (n = 52) than the intervention group. As well as outperforming their agemates, the intervention group’s performance on the constructed dialog task showed they had achieved skill equal to that of the older group in counterargument and were superior to them in using evidence to justify claims. The possibility is considered that the my-side bias reported in typical argumentive essays is due to limited understanding of the purpose of essay writing, rather than lack of skills per se.

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Acknowledgements

I would like to express my sincerest gratitude to Dr. Deanna Kuhn for her feedback on the earlier versions of this manuscript.

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This paper is sponsored by Peak Discipline Construction Project of Education at East China Normal University.

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Appendix

Appendix

Chinese Version of the Constructed Dialog Task

李平和王华是你们班的两位旗鼓相当的优秀辩手, 他们现在针对中国是否应当禁止烟草销售这个题目展开了一场辩论。请你设想一下他们的辩论对话,你构建的对话需展示你的最佳水平。以下是关于这个辩题的一些信息。你的对话应该这样开始:

李平: 我方认为中国政府应当禁止烟草销售因为吸烟的危害很大。

王华: 我方不同意, 危害虽大但烟草行业带来的经济利益也很大。

请你继续写他们的对话:

李平:XXXXXX

王华:XXXXXX

。。。。。。。

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Shi, Y. Constructed dialogs reveal skill development in argumentive writing. Read Writ 33, 2311–2335 (2020). https://doi.org/10.1007/s11145-020-10045-1

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