The effects of computer-based concept mapping as a prewriting strategy on the persuasive writing of eighth-graders at a middle school in southeastern Idaho. Unpublished doctoral dissertation

The use of computer-based concept mapping as a prewriting strategy for eighth-grade language art students was compared to paper-and-pencil concept mapping. Computer-based concept mapping was shown to enhance idea generation and the total quality of the students ’ prewriting concept maps in preparation for a persuasive writing task. Contrary to expectation, the students who generated paper-and-pencil concept maps scored better in persuasive writing according to the criteria contained in the state-authorized writing rubric than the students who generated computer-based concept maps. Persuasive writing is important for students because it empowers them in their professional, ethical, and political discourse, which is central to a free society (McCann, 1989). National assessments consistently indicate the majority of students across grades 4 thorough 12 are unable to produce an adequate persuasive essay and that they have more difficulty with persuasive writing tasks than with other kinds of writing (Applebee, Mullis, Latham, & Gentile, 1994). Persuasive writing is challenging for middle school students because it demands higher-level thinking skills and is more difficult to organize into