Writing in History: Effects of writing instruction on historical reasoning and text quality

Abstract

This study aims at gaining more insight in effective writing instruction to promote historical reasoning. In an experimental study, two types of instructions were compared; a general writing instruction and a discipline-based writing instruction. In addition, the effects of these instructions for students with a different initial writing ability were explored. Participants were 42 students (11th-grade), who followed a unit on the development of Dutch democracy and had to write an argumentative letter in which they argued the historical significance of a self-selected event or person. Students received a short writing instruction, based on the principle of learning from text models, in two versions: a general writing instruction or a discipline-based writing instruction. Analyses focused on historical reasoning and global text quality. Results showed a positive effect of discipline-based instruction on the quality of historical reasoning, but no effects were found on text quality. No differences were observed for good and weak writers. A pre- and post knowledge test showed improvement of students' knowledge, but no differences between conditions were found. The outcomes add to earlier studies that found positive effects of discipline-based writing instruction and provide teachers with directions for designing discipline-based writing instructions based on learning from text-models.

Keywords

• writing instruction
• historical reasoning
• domain-specific instruction
• writing-to-learn
• argumentative writing