Planning text structure as a way to improve students' writing from sources in the compare–contrast genre

Abstract The aim of this study was to improve 7th- and 8th-grade students' (N = 83) compare–contrast reports when writing from sources. An instructional unit was designed and implemented for this purpose. It focused on increasing students' knowledge of compare–contrast text structure and on having students memorize and use a table to plan the structure of their reports. There was a large effect size of instruction, such that students in the instruction group made far greater gains in the holistic and structural quality of their writing (from pretest to posttest) than students in the control group.

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