Reading and writing from multiple source documents in history: Effects of strategy instruction with low to average high school writers

摘要: This study examined the effects of historical reasoning strategy instruction on 11th-grade students. Students learned inquiry strategies using 20th Century American history topics ranging from Spanish-American war to Gulf Tonkin incident. In addition, students a pre-writing for composing argumentative essays related each event. Results indicate that in comparison control group (N = 79), written by who received 81) were longer, rated as having significantly greater accuracy, more persuasive, and claims rebuttals within argument became elaborated. Importantly, read same primary secondary source document sets, feedback topics.