Abstract
Although supporting claims is an important part of good argumentative writing, students often fail to consider alternative viewpoints leading to a “myside bias” in their writing. In this study, the argumentative essays of 130 secondary school students are analyzed for counterarguments and rebuttals in a pretest, posttest design that included an intervention focusing on counterarguments. Findings revealed a significant increase in counter-argumentative elements after the intervention and richer persuasive writing.
Original language | English |
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Publication status | Published - 2012 |