In this study, we focused on one particular challenge in argumentative writing based on multiple texts: evidence use. Specifically, we first examined undergraduate students’ strategy reports when processing evidence presented in conflicting and comparably trustworthy texts. Both surface-level (i.e., restating) and deep-level (e.g., evaluation, elaboration) evidence-related processing strategies were identified in students’ typed strategy reports. Second, we examined students’ use of text-based evidence in their writing. Students were found to have limitations in both the quantity and quality of evidence use in writing. Finally, we associated students’ evidence-related processing strategies with their evidence use in writing. Only the quality of students’ evidence use in writing was significantly predicted by their evidence-related processing strategies. However, significant predictors of the quality of evidence use in writing included both surface- and deep-level strategies. Implications for instruction are discussed.
All Science Journal Classification (ASJC) codes
- Developmental and Educational Psychology