Teaching argument writing to 7‐ to 14‐year‐olds: an international review of the evidence of successful practice

Abstract

A systematic review was undertaken in 2006 to answer the question ‘What is the evidence for successful practice in teaching and learning with regard to non‐fiction writing (specifically argumentational writing) for 7‐ to 14‐year‐olds?’, using EPPI‐Centre methodology. Results showed that certain conditions have to be in place. These include: a writing process model in which students are encouraged to plan, draft, edit and revise their writing; some degree of cognitive reasoning training in addition to natural cognitive development; peer collaboration, thus modelling a dialogue that will become internal and constitute ‘thought’; and explicit explanations of the learning processes. Specific strategies include: ‘heuristics’; planning; oral argument, counterargument and rebuttal to inform written argument; explicit goals (including audiences) for writing; teacher modelling of argumentational writing; and ‘procedural facilitation’. This article confirms the results of the 2006 study in the light of recent research. Implications for policy, practice and further research are considered.

Keywords:

• pedagogy
• learning
• literacy
• national curriculum
• argumentation

Acknowledgements

The authors wish to acknowledge the contribution of Wendy Pemberton, Gerry Swain and Rob Batho of the National Strategies for their contribution to the 2006 report on which this article is based; Alison Robinson for her work on information management, searching and editing; Victoria White, Stephen Witt and Deborah Wilson at the DfES/DCSF for their support throughout the process of review; and David Gough, Mark Newman and Kelly Dickson at the EPPI‐Centre, Social Science Research Unit, Institute of Education for methodological support. Special recognition should be given to the e‐librarian of the Institute of Education library for her help in identifying some of the papers published since 2006.

The full technical report (2006) is available at http://eppi.ioe.ac.uk/reel