The effect of a proposed strategy According to the Coherence plot in developing argumentative writing skills among fifth-grade literary students

Abstract

The coherence plot in developing argumentative writing skills among fifth-grade literary students. To achieve this, the research followed the experimental method; an experimental design was adopted, known as the design of two equivalent groups (experimental and control), with pre- and post-tests. The research sample consisted of (60) students from Al-Mukhtar Secondary School for Boys in Dhi Qar Governorate. They were distributed into two groups, one of which was a control group of (30) students, and the other was an experimental group of (30) students. The researchers rewarded the two groups in several variables: (the students’ ages calculated in months, the Arabic language grades for the first semester, the academic achievement of the fathers and mothers, and a pre-test for the two groups in argumentative writing skills). They prepared a list of argumentative writing skills appropriate for fifth-grade literary students, which settled on (20) sub-skills, after it was presented to the experts and the necessary modifications were made. They also prepared a questionnaire that included a number of controversial topics open for discussion, and it was presented to the experts and arbitrators so that they could determine two topics from it; one for the pre-test, and the other for the post-test. Also, a graduated correction standard was prepared to correct the students’ answers. The research concluded that there was a statistically significant difference between the average scores of the students of the two research groups in the post-argumentative writing test, in favor of the experimental group at a significance level of (0.05, 0).