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An Analysis of the Argumentative Writing Skills of Academically Underprepared College Students
2017
The present study was conducted to extend what is known about the writing skills of low achieving postsecondary students. Using an archival data set, a sample of argumentative essays written by community college developmental (remedial) education students was analyzed. Scoring procedures for argumentation development were implemented based on a framework developed by Ferretti, Lewis, and Andrews-Weckerly (2009) and adapted by the current author to accommodate the tasks of the writing prompt.
doi:10.7916/d8hm5gdz
fatcat:5xnxjr3hwzh5fad6klcoqg22ra