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Language Learning

Volume 67, Issue 1
EMPIRICAL STUDY

Using Evidence in L2 Argumentative Writing: A Longitudinal Case Study Across High School and University

Amanda K. Kibler

Corresponding Author

E-mail address: akk2v@virginia.edu

University of Virginia

Correspondence concerning this article should be addressed to Amanda K. Kibler, University of Virginia, Curry School of Education, Department of Curriculum, Instruction, and Special Education, 417 Emmet Street South, Charlottesville, VA 22904. E‐mail:

akk2v@virginia.edu

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Christine Hardigree

University of Virginia

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First published: 04 September 2016
https://doi.org/10.1111/lang.12198
Cited by: 4

We would like to acknowledge our participant, Fabiola, for her participation, cooperation, and member checking, without which this research would not have been possible. We would also like to thank the editors and anonymous reviewers for their insightful comments on earlier versions of this article.

Abstract

This 8‐year longitudinal case study of Fabiola, a Spanish‐English bilingual, investigated her argumentative writing development, focusing on her use of evidence to support and develop arguments over time from high school through university. Data sources included 36 writing samples. Texts across grade levels and course types were analyzed to determine changes in evidential types (quotations and paraphrases), evidential functions, and reporting verbs used to introduce evidence. Interview transcripts were analyzed to identify Fabiola's changing perspectives on use of evidence in argumentative writing. Evidentials were found to vary according to course type, but more dramatic changes (in type, function, and range of reporting verbs used) were found over time as language proficiency and writing expertise developed, providing longitudinal support for other studies that have examined writers at only one point in time.

Number of times cited: 4

  • Amanda K. Kibler, Becoming a “Mexican Feminist”: Disciplinary Becoming Through Interactional Histories Across Communities and Contexts, Longitudinal Interactional Histories, 10.1007/978-3-319-98815-3_7, (189-228), (2018).
    Crossref
  • Rosemary Wette, Source-based writing in a health sciences essay: Year 1 students' perceptions, abilities and strategies, Journal of English for Academic Purposes, 10.1016/j.jeap.2018.09.006, 36, (61-75), (2018).
    Crossref
  • Alan Hirvela, Argumentation & second language writing: Are we missing the boat?, Journal of Second Language Writing, 10.1016/j.jslw.2017.05.002, 36, (69-74), (2017).
    Crossref
  • Amanda K. Kibler, Becoming a “Mexican feminist”: A minoritized bilingual’s development of disciplinary identities through writing, Journal of Second Language Writing, 10.1016/j.jslw.2017.10.011, 38, (26-41), (2017).
    Crossref