Argumentative Writing Instruction Model Research for Elementary School Fifth and Sixth Graders

• Main Authors: Tsai, Tsao-Tsao, 蔡藻藻
• Other Authors: Yang, Shu-Hua
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/9ns84k

碩士 === 國立臺東大學 === 進修部語文教育碩學位在職專(暑) === 98 === Based on the problems for writing instruction observed in teaching sites, the researcher aimed at exploring learning situations and difficulties when fifth and sixth graders were dealing with argumentative writing. The study also developed feasible teaching strategies and practical projects step by step, along with the action research. It was also expected that the researcher would grow professionally through this action research. Participants in the study were thirty-two fifth and sixth graders from one of the elementary school students in Nantou County, Taiwan. The study adopted cognitive psychology writing process model, along with establishing the knowledge of argumentative writing form, solidifying thematic knowledge, and developing writing cognitive strategies as well as going through three cycles of teaching processes to help students break through the difficulties of writing argumentative articles and enhance expressive capability. Data were collected and analyzed through various qualitative approaches, which included the teacher