Anxiety, planning strategies, and the development of argumentation in academic writing
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...
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| Format: | Article |
| Language: | English |
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The International Education Studies Association
2020-11-01
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| Series: | Educational Futures |
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| Online Access: | https://educationstudies.org.uk/?p=12113 |
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| _version_ | 1839645751191273472 |
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| author | Lorna Bourke Alan Yates |
| author_facet | Lorna Bourke Alan Yates |
| author_sort | Lorna Bourke |
| collection | DOAJ |
| description | 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. |
| format | Article |
| id | doaj-art-0e19e6e4edf84824a91f73e12285199d |
| institution | Matheson Library |
| issn | 1758-2199 |
| language | English |
| publishDate | 2020-11-01 |
| publisher | The International Education Studies Association |
| record_format | Article |
| series | Educational Futures |
| spelling | doaj-art-0e19e6e4edf84824a91f73e12285199d2025-07-01T09:40:27ZengThe International Education Studies AssociationEducational Futures1758-21992020-11-011111533Anxiety, planning strategies, and the development of argumentation in academic writingLorna Bourke0Alan Yates1Liverpool Hope UniversityManchester Metropolitan UniversityThe 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.https://educationstudies.org.uk/?p=12113 academic writinganxietyargumentationmindmapplanning strategy |
| spellingShingle | Lorna Bourke Alan Yates Anxiety, planning strategies, and the development of argumentation in academic writing Educational Futures academic writing anxiety argumentation mindmap planning strategy |
| title | Anxiety, planning strategies, and the development of argumentation in academic writing |
| title_full | Anxiety, planning strategies, and the development of argumentation in academic writing |
| title_fullStr | Anxiety, planning strategies, and the development of argumentation in academic writing |
| title_full_unstemmed | Anxiety, planning strategies, and the development of argumentation in academic writing |
| title_short | Anxiety, planning strategies, and the development of argumentation in academic writing |
| title_sort | anxiety planning strategies and the development of argumentation in academic writing |
| topic | academic writing anxiety argumentation mindmap planning strategy |
| url | https://educationstudies.org.uk/?p=12113 |
| work_keys_str_mv | AT lornabourke anxietyplanningstrategiesandthedevelopmentofargumentationinacademicwriting AT alanyates anxietyplanningstrategiesandthedevelopmentofargumentationinacademicwriting |