Improving Argumentative Writing of Sixth-Grade Adolescents Through Dialogic Inquiry of Socioscientific Issues


  • Jie Zhang University of Houston
  • Ma. Glenda Lopez Wui Ateneo de Manila University | Philippines
  • Rosa Nam
  • Jackie Eunjung Relyea North Carolina State University
  • Sissy S. Wong University of Houston



dialogic inquiry, socioscientific issues, argumentative writing, transfer


This study investigated the effect of a four-week socioscientific issues (SSI)-based intervention on sixth-grade students’ argumentative writing and transferability of argument skills across topics. Students in three treatment classrooms engaged in an SSI unit on space exploration while students in three comparable classrooms continued regular space science lessons. Argumentation skills were assessed by individual decision letters about space exploration. Argument transfer was assessed by an essay to address a novel SSI. Treatment students wrote more elaborated decision letters with stronger arguments, relied less on personal ideas, and transferred argument skills to a novel SSI after the intervention. The implications of using SSI as a promising approach to integrating science and literacy learning for diverse adolescents were discussed.


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How to Cite

Zhang, J., Lopez Wui, M. G., Nam, R., Eunjung Relyea, J. ., & Wong, S. S. (2022). Improving Argumentative Writing of Sixth-Grade Adolescents Through Dialogic Inquiry of Socioscientific Issues. Journal of Writing Research, 14(3), 375–419.