Design principles for argumentative writing focusing on cognitive strategic and conversational support

The authors explore the presence of different writer profiles in 11th-grade classes, as well as the relationship of these profiles with student background characteristics, students’ argumentative writing performance, and students’ writing self-efficacy. Based on a cluster analysis of 386 eleventh-grade students’ self-reported writing processes and writing motivation, the authors identified two distinct writer profiles: (1) high monitoring during writing and high autonomous motivation and (2) low monitoring during writing and low autonomous motivation. In addition, a significant difference was established in gender and self-efficacy distribution across both writer profiles. However, no statistically significant differences according home language and writing performance were established.The authors explore the presence of different writer profiles in 11th-grade classes, as well as the relationship of these profiles with student background characteristics, students’ argumentative writing performance, and students’ writing self-efficacy. Based on a cluster analysis of 386 eleventh-grade students’ self-reported writing processes and writing motivation, the authors identified two distinct writer profiles: (1) high monitoring during writing and high autonomous motivation and (2) low monitoring during writing and low autonomous motivation. In addition, a significant difference was established in gender and self-efficacy distribution across both writer profiles. However, no statistically significant differences according home language and writing performance were established.C