Tutoring in Critical Thinking: Using the Stases to Scaffold High School Students' Reading and Writing of Persuasive Text

Autor/inn/en	Slater, Wayne H.; Groff, James A.
Titel	Tutoring in Critical Thinking: Using the Stases to Scaffold High School Students' Reading and Writing of Persuasive Text
Quelle	In: Reading & Writing Quarterly, 33 (2017) 4, S.380-393 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1057-3569
DOI	10.1080/10573569.2017.1294516
Schlagwörter	Critical Thinking; Case Studies; Instructional Effectiveness; Scores; Teaching Methods; Persuasive Discourse; Writing Strategies; Heuristics; Tutoring; Prewriting; Grade 10; High School Students; Minority Group Students; Scaffolding (Teaching Technique); African American Students; Reading Instruction; Reading Materials; English Instruction; Essays; Maryland + Suchen Sie Ihr Suchwort? Kritisches Denken; Case study; Fallstudie; Case Study; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Persuasion; Persuasive Kommunikation; Schreibtechnik; Heuristik; Förderkonzept; Nachhilfeunterricht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; African Americans; Afroamerikaner; Leseunterricht; English langauage lessons; Englischunterricht; Essay; Aufsatzunterricht
Abstract	Using case study research methods, we investigated the effectiveness of a dialogic tutoring model informed by cognitive strategy instruction to implement a problem-solving strategy using a gradual-release-of-responsibility model of instruction situated in stasis theory. Eight minority 10th graders participated because of their difficulties with prewriting/invention in identifying and constructing claims and supports in the writing of their persuasive papers. Compared to baseline scores derived from their previous persuasive papers, the 8 participants scored higher on the dimensions of (a) development, organization, focus, and clarity and (b) voice but at almost the same level on the dimension of conventions. Based on interactions with the participants, we are convinced that the stases used as a reading and writing strategy offer a potentially powerful heuristic in bridging the gap between the more abstract Toulmin model and the practical and strategic challenge of filling the slots in that model. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01