Investigating Instruction for Improving Revision of Argumentative Essays
Abstract
Students are expected to come into the current college classroom already possessing certain skills including the ability to write at the appropriate academic level regardless of discipline and the ability to create well-structured arguments. Research indicates, however, that most students entering college are underprepared in both areas. One strategy that may help students write at a more academic level is teaching students to focus on spending their time on revision. In the current study, we examine two potential sources of difficulty in the revision of argumentative essays: a poorly developed argument schema and a poorly developed global revision task schema. We created and tested the effectiveness of two written tutorials designed to provide college students information to saturate their knowledge base as well as provide them with procedural tasks to complete. We found that without instruction, students focused their revisions on making local wording changes that did not qualitatively improve their essays. An argument tutorial helped students make higher level global changes, include more argument content, and improve the structure of the essay. A global revision tutorial also helped students make more substantive structural changes. Thus, both tutorials helped students improve their revisions, and the tutorials were completed independently by the students successfully.
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Research indicates that college students are not adequately prepared for communication, including writing at an appropriate academic level and creating well-structured arguments.
“Although college students are expected to develop proficiency in communication, including the ability to write at an appropriate academic level, and to create well-structured arguments, research indicates that they are not adequately prepared (Butler & Britt, 2011).”
From Collaborative writing of argumentative syntheses by low-performing undergraduate writers: explicit instruction and practice (2023) · cites this paper as Butler & Britt, 2011
University students are not adequately prepared to face complex writing tasks that involve high levels of thought processing.
“The evidence provided in this study supports the idea that university students are not adequately prepared to face complex writing tasks that involve high levels of thought processing (Butler & Britt, 2011).”
From Collaborative writing of argumentative syntheses by low-performing undergraduate writers: explicit instruction and practice (2023) · cites this paper as Butler & Britt, 2011
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- Authors
- Butler, J. A., & Britt, M. A.
- Affiliations
- Northern Illinois University (US)
- Corresponding author
- Britt, M. Anne
- ORCID
- Britt, M. Anne
- Venue
- Written Communication
- Publisher
- SAGE Publications
- Published
- 2011-01
- Volume
- 28
- Issue
- 1
- Pages
- 70-96
- ISSN
- 0741-0883 (ISSN-L)
- 1552-8472
- OpenAlex
- W2013773852
- Cited by
- 92
- References
- 58
- Citations by year
- 2026: 2 · 2025: 5 · 2024: 11 · 2023: 9 · 2022: 11 · 2021: 9 · 2020: 3 · 2019: 6 · 2018: 5 · 2017: 7 · 2016: 4 · 2015: 9 · 2014: 3 · 2013: 5 · 2012: 2
- FWCI
- 16.93
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Written Communication (publishedVersion)
- Funders
- U.S. Department of Education
- Topics
- Social Sciences › Education › Writing and Handwriting Education
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational Strategies and Epistemologies
- Social Sciences › Arts and Humanities › Literature and Literary Theory › Discourse Analysis in Language Studies
- Keywords
- essay structure, academic writing, university students
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