Developing knowledge-transforming writing skills

 Annotated bibliography

Rakovic, M., Marzouk, Z., Chang, D., & Winne, P. (2019). Towards knowledge transforming in writing argumentative essays from multiple sources: A methodological approach. Companion Proceedings 9th International Conference on Learning Analytics & Knowledge, March, 2019. Retrieved from https://www.researchgate.net/publication/333680138_Towards_knowledge_transforming_in_writing_argumentative_essays_from_multiple_sources_A_methodological_approach

The article describes a methodological approach to distinguish knowledge-transforming from knowledge telling in argumentative essays. According to Rakovic, Marzouk, Chang, & Winne, (2019) “Producing knowledge-transforming texts is a challenge for many post-secondary writers” (p. 1). Trying to identify students who transform source information by using it as evidence to support their claims, they propose a system of coding evidential sentences based on Bloom’s taxonomy. The study consisted on 40 argumentative essays that provided the sentences or sampling units to be coded. Proper analysis will enable modelling of linguistic functions, which in turn will help students to achieve knowledge-transforming writing skills.