• Login
    View Item 
    •   Shocker Open Access Repository Home
    • Applied Studies
    • Intervention Services and Leadership in Education (ISLE)
    • ISLE Faculty Scholarship
    • ISLE Research Publications
    • View Item
    •   Shocker Open Access Repository Home
    • Applied Studies
    • Intervention Services and Leadership in Education (ISLE)
    • ISLE Faculty Scholarship
    • ISLE Research Publications
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    Influence of Collaborative Reasoning discussions on metadiscourse in children's essays

    Date
    3/9/2016
    Author
    Latavietz, Beata M.
    Anderson, Richard C.
    Ma, Shufeng
    Nguyen-Jahiel, Kim
    Metadata
    Show full item record
    Citation
    Latavietz, Beata M.; Anderson, Richard C.; Ma, Shufeng; Nguyen-Jahiel, Kim. 2016. Influence of Collaborative Reasoning discussions on metadiscourse in children's essays. Text & Talk, vol. 36:no. 1:pp 23–46
    Abstract
    Metadiscourse has been conceptualized as a means to organize discourse, convey interpersonal and evaluative meanings, as well as engage the reader or listener. Importantly, metadiscourse has been theorized to uncover thought mediation during the essay-composing process. This study compares the metadiscourse in the reflective essays of 180 fifth graders, who either participated in small-group discussions using an approach called Collaborative Reasoning (CR), or who did not. Comparative analysis involving six major categories and forty subcategories of metadiscourse revealed, among other findings, that CR-exposed writers better signaled illocutionary force of reasoning, made greater use of engagement imperatives/directives and common-good rather than self-centered attitude marking. CR writers organized their ideas in a more argument-befitting logical-temporal non-list-like structure. Control students made greater use of emphatics, more often introduced hypothetical scenarios, and more frequently linked propositions together with simple additive conjunctions. The findings suggest that CR students have greater concern for how readers will take their arguments and greater appropriation of argument-enhancing formal elements, thus revealing cross-modal transfer from oral to written discourse.
    Description
    Click on the DOI link to access the article (may not be free).
    URI
    http://dx.doi.org/10.1515/text-2016-0002
    http://hdl.handle.net/10057/12010
    http://hdl.handle.net/10057/16267
    Collections
    • ISLE Research Publications

    Browse

    All of Shocker Open Access RepositoryCommunities & CollectionsBy Issue DateAuthorsTitlesSubjectsBy TypeThis CollectionBy Issue DateAuthorsTitlesSubjectsBy Type

    My Account

    LoginRegister

    Statistics

    Most Popular ItemsStatistics by CountryMost Popular Authors

    DSpace software copyright © 2002-2023  DuraSpace
    DSpace Express is a service operated by 
    Atmire NV