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The purpose of the study was to investigate the
effects of a comprehensive persuasive writing
intervention based on the characteristics of the
text structure on the persuasive writing of 8th
graders. Students were randomly assigned to two
treatments: Practice group and Procedural
Facilitation group. Both of the groups received
treatment in planning and revising persuasive
essays. The writing of the students in the
Procedural Facilitation treatment group was
supported by implementing a free-writing drafting
strategy during planning and by providing procedural
facilitation for use during revision. Across the
conditions, significant increases in the
participants performance from pre-test to post-test
were observed on both dependent measures, indicating
the effectiveness of both types of instruction used
during the intervention.
About the author
Ekaterina Midgettte received her post-graduate degree from
University of Delaware in 2007, majoring in Literacy Education.
Her main research interest include cognitive approaches to
writing instruction, development of students' critical thinking
skills, and literacy for English language learners.
