'But it is persuasive!' Improving the written argument-making ability of 8th grade U.S. history students using graphic organizers

Research questions. Does the use of graphic organizers improve the quality of students' pro and con arguments when writing persuasive essays? (1) Is the use of graphic organizers an effective tool for ELL students? (2) In what way is student attitude towards essay writing altered upon the introduction of graphic organizers as an essay writing tool?;Research Activities. Context. This intervention took place in an 8th grade U.S. History classroom with 32 students. Of these 32, two students were re-designated former ELL. The intervention was conducted at a medium sized middle school in the greater Bay Area region. Both former ELL students were withdrawn from the program by their families and placed into mainstream schooling. Twenty-five of the thirty-two students were Asian, with the remaining seven being Caucasian. This group of students was roughly representative of the school's population as a whole. Methods and data. Before the intervention, a survey was administered to the students to determine student attitudes towards essay writing and their ability to make a written argument. A rubric was used to measure achievement on persuasive essays in six different areas of the essay. Once pre-intervention essays were completed, students were introduced to two graphic organizers designed to help them focus their arguments and back them up with historical evidence. Students also participated in a debate and worked as individuals and in groups. After the intervention, students wrote another essay using their graphic organizers. On the final day of the intervention, students took another attitudinal survey. Results. For the most part, students achieved much higher marks on the second essay than on their first. The majority of students reported on their attitudinal survey that they found the Argument Outline Handout useful. However, students reported feeling less comfortable backing up an argument with historical evidence after the intervention than they had before. Many students expressed after the intervention that they particularly enjoyed the debate and hoped to do more debates in future units.;Grade Level. 8;Data collection methods. Essay, Observation - field notes, Survey - Attitude, Curriculum Area: Social Studies - United States History;Instructional approaches. Debate, Group review, Graphic Organizers...