Date of Award
Doctor of Education (EdD)
School of Education
This exploratory study employed statistical analysis and response excerpts to locate points of intersection between culture and cognition in a comparison of argumentative writing work samples of 74 Oregon fourth and fifth grade Hispanic/Latino and European-origin White students. Major findings indicated that Hispanic/Latino students more often 1) employed a diffuse, recursive organizational style that may be related to traditional features of Mexican discourse, 2) utilized elements of indirect language, a feature that has been associated with collectivist cultures, and 3) incorporated narrative elements, echoing a cultural mode for connection, while White students more often 1) evidenced use of a sequential, clustered organizational approach that typifies traditional European rhetorical discourse, 2) displayed consistent use of direct language, a feature that has been associated with individualistic cultures, and 3) incorporated expository elements that focused on descriptive or factual features of a topic. Discussion focuses on implications for instruction in view of the impending implementation of the Common Core State Standards framework for argumentative writing.
O'Hara-Rines, Erin, "The intersection of culture and cognition: a comparison of Common Core State Standards argumentative writing responses of elementary-aged Hispanic/Latino and European-origin White students" (2013). Doctor of Education (EdD). 2.