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dc.contributor.authorLatavietz, Beata M.
dc.contributor.authorAnderson, Richard C.
dc.contributor.authorMa, Shufeng
dc.contributor.authorNguyen-Jahiel, Kim
dc.date.accessioned2019-05-15T17:33:11Z
dc.date.available2019-05-15T17:33:11Z
dc.date.issued3/9/2016
dc.identifier.citationLatavietz, 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 23–46en_US
dc.identifier.issn1860-7330
dc.identifier.otherWOS:000371993600002
dc.identifier.urihttp://dx.doi.org/10.1515/text-2016-0002
dc.identifier.urihttp://hdl.handle.net/10057/12010
dc.identifier.urihttp://hdl.handle.net/10057/16267
dc.descriptionClick on the DOI link to access the article (may not be free).en_US
dc.description.abstractMetadiscourse 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.en_US
dc.description.sponsorshipInstitute of Education Sciences, US Department of Education, through Grants [R305G030070, R305A080347.en_US
dc.language.isoen_USen_US
dc.publisherWalter de Gruyter GmbHen_US
dc.relation.ispartofseriesText & Talk;v.36:no.1
dc.subjectMetadiscourseen_US
dc.subjectArgumentationen_US
dc.subjectClassroom discussionen_US
dc.subjectCollaborative reasoningen_US
dc.subjectChildren's writingen_US
dc.subjectRhetoricen_US
dc.titleInfluence of Collaborative Reasoning discussions on metadiscourse in children's essaysen_US
dc.typeArticleen_US
dc.rights.holderCopyright 2011 - 2016 by Walter de Gruyter GmbHen_US


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