The Impact of Debate Practice and Process Evaluation Post Whole Book Reading on Senior High School Students'Argumentative Writing Skills
Improving students'argumentative writing skills is an important and challenging task in senior high school language teaching.Students'argumentative writing skills,however,cannot be improved effectively through only reading textbooks or requiring whole book reading(WBR).A 14-day WBR with debate practice and process evaluation was conducted to explore effective ways of improving students'argumentative writing skills.Participants are 45 volunteers from grades 10 and 11 at a typical senior high school.They are divided into 6 groups evenly.Each of the group is guided by a tutor to read 14 literary works,including The Hunchback of Notre Dame,Fortress Besieged,The Frontier City,etc..The results show that the students'argumentative writing skills were improved significantly through debate practice and process evaluation in the WBR program.More specifically,students made significant progress in introducing claim(s),supplying evidence,and providing a concluding statement.This progress might be attributable to the improvement in the students'high-order thinking skills,such as information search,facts identification,integration and interpretation,logical reasoning,and analytical thinking,critical thinking.In conclusion,debating practice and process evaluation in a WBR program is an effective way to improve students'proficiency in argumentative writing.
whole book reading(WBR)debate practiceprocess evaluationsenior high school studentargumentative writing
万方数据
维普
