Title: Perspective Taking in Argumentative Writing of Secondary Students
Presenter: Minkyung Cho
Poster Advisor: Young-Suk Kim
Research Specialization: Human Development in Context
Perspective taking, one’s knowledge of and inferences about others’ mental and emotional states, is hypothesized to be an important skill for writing development. Perspective taking is relevant to argumentative reasoning skills, as quality writing depends on writers’ accurate understanding of the perspectives represented in source text (author and characters) as well as its audience. However, few studies examined the extent of perspectives represented in students’ written composition. In this study, we build on prior work and develop a coding scheme for perspective taking, where each idea unit is coded for the extent of perspective represented or supporting ideas, by examining argumentative essays of secondary students in the Pathway Project. We also discuss future work using the coding scheme.