TEXT CUES AND STRATEGIES SUCCESSFUL READERS USE TO CONSTRUCT THE GIST OF LENGTHY WRITTEN ARGUMENTS

COMPREHENSION OF written argument has been less thoroughly examined than comprehension of other text types, even though, according to National Assessment of Educational Progress results, many adults cannot competently comprehend lengthy written arguments (Kirsch, Jungeblut, Jenkins, & Kolstad, 1993). Three experiments based on Toulmin's (1958) argument model, Meyer's (1985) comprehension model, and Calfee and Chambliss' (1987) text design model identified text cues and comprehension strategies used by competent readers comprehending lengthy arguments. Eighty 12th grade advanced placement English students read arguments varying in argument structure, content familiarity, and argument signaling and completed either written survey or think-aloud protocol comprehension tasks. Both text structure and signaling in introductions and conclusions consistently influenced their responses. They used these cues to (a) recognize the argument structure in a lengthy text, (b) identify the claim and evidence, and (c) construct a gist representation. Outcomes have both general theoretical value and practical implications for designing instructional materials.