Anxiety, planning strategies, and the development of argumentation in academic writing

Bourke, Lorna (2020) Anxiety, planning strategies, and the development of argumentation in academic writing. Educational Futures. ISSN 1758-2199 (Accepted for Publication)

Text British Education Studies Association Educational Futures Special Issue Psychology of Education (1).docx - Accepted Version Download (71kB)

Abstract

The study investigated the interaction between planning strategy (outline planning, mind mapping, no-plan) and level of trait anxiety in the development of argumentation, and linguistic coherence in academic texts written by undergraduate students. Low anxious students benefited more by generating a greater number of pro- and contra-arguments for a specified position in a debate when assigned to the outline planning condition. Whereas, students reporting high anxiety incorporated a wider diversity of connectives to bind the arguments in their essays when asked to plan with a mind map strategy. In addition, individual differences in anxiety were also instrumental in determining the benefits that could be gained from different types of planning strategy when the overall quality of elaboration of argumentation present in the plans and essays was assessed. Therefore, it is important to understand where the interaction of anxiety on different modes of organisation strategy is implicated before making recommendations for the most appropriate form of pre-writing instruction for students undertaking academic writing tasks.

Item Type:	Article
Additional Information and Comments:	This is the author's version of an article that was accepted for publication in Educational Futures: e-journal of the British Education Studies Association. The final published version will be available from https://educationstudies.org.uk/journals/educationalfutures/
Faculty / Department:	Faculty of Human and Digital Sciences > School of Psychology
Depositing User:	Matthew Adams
Date Deposited:	02 May 2020 10:04
Last Modified:	02 May 2020 10:41
URI:	https://hira.hope.ac.uk/id/eprint/3065

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