Analyzing the Text Quality and Time in Writing Plan of German Ninth Graders in the Project Fair Debating and Written Argumentation
Submitted by:
Lucas Deutzmann
Abstract:
Literacy acquisition represents the right of every student to get all necessary resources and opportunities to develop sufficient and sustainable literacy skills like writing (Valtin, 2016). Linking of oral and written argumentation provides rich opportunities to develop such writing skills (Achour et al., 2020).
Based on this approach, the teaching and research project Fair Debating and Written Argumentation, a quasi-experimental intervention study in panel design, investigates ninth-grade students from 6 German schools (n=355, higher and lower secondary schools). The central research question is, how (written) language competences of ninth-grade students can be assessed and developed through two series of lessons on the topics of debating and argumentative writing (based on SRSD approach, Graham & Harris, 2017). Writing competence was measured at four measurement point using four argumentative tasks. All written argumentations (n=1,024) were anonymised as well as holistically and analytically rated within a double-blind review process on a Likert scale (κ=.828) using IMOSS encoding (Neumann & Matthiesen, 2011). Data processing was performed using R Studio through multilevel analyses.
The lecture presents the results on text quality and digitally recorded time in writing plan to prepare the text. The results show that the holistic text quality improves significantly in those intervention groups that previously completed the written argumentation training based on SRSD (especially at the lower secondary school level). Regarding time using writing plan, lower secondary school students use writing plans significantly longer than higher secondary school students (p .009*) and most significantly longer than no-treatment groups (p <. 001**).
Literature:
Achour, S.; Höppner, A. & Jordan, A. (2020). Zwischen status quo und state of the art. Politische Bildung und Demokratiebildung in Berlin. Bonn: Friedrich-Ebert-Stiftung.
Graham, S. & Harris, K. R. (2017). Evidence-Based Writing Practices: A Meta-Analysis of Existing Meta-Analysis. In Fidalgo, R., Harris, K. R. & Braaksma, M. (Eds.), Studies in Writing Series: Vol. 34 Design Principles for Teaching Effective Writing (p. 13–37). Leiden, Boston: Brill.
Neumann, A. & Matthiesen, F. (2011). Indikatorenmodell des schulischen Schreibens: Testdokumentation 2009, 2010. (DidaktikDiskurse; Vol. 5). Leuphana Universität Lüneburg.
Valtin, R. et al. (2016). European declaration of the right to literacy. Available at: https://www.literacyeurope.org/elinet-declaration-of-european-citizens-right-to