Creative writing instruction improved creative text quality in panel 1 and showed a transfer effect on argumentative text quality moderated by Creative Self-Concept, a pattern the second panel did not replicate¶

Claim · All claims
Evidence · 1 study (3 entries) · causal r2 · q3
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? In the first panel, creative writing instruction had an effect on creative text quality compared to argumentative writing instruction, and AWI had no effect on argumentative text quality compared to CWI, indicating a transfer effect. → Anouk ten Peze 2024 q3 i? The transfer effect was moderated by Creative Self-Concept, with larger effects for relatively high CSC-participants. → Anouk ten Peze 2024 (2) q3 i? The second panel did not replicate the panel 1 pattern; instead a crossover effect of CWI in panel 1 on argumentative writing in panel 2 was observed, most pronounced in high CSC-participants. → Anouk ten Peze 2024 (3)

Evidence¶

Anouk ten Peze 2024¶

Anouk ten Peze, Tanja Janssen, Gert Rijlaarsdam, Daphne van Weijen. (2024). Instruction in creative and argumentative writing: transfer and crossover effects on writing process and text quality. Instructional Science. https://doi.org/10.1007/s11251-023-09647-3

q3 · i? · causal · r2

The abstract of the switching-replications quasi-experiment with four Grade 10 classes reports the panel 1 contrast between the creative writing instruction (CWI) and argumentative writing instruction (AWI) conditions: "This pattern indicates a transfer effect of creative writing instruction on argumentative text quality." The results section reporting the underlying statistics was not available in the supplied text.

"The effects varied per panel. The first panel showed that CWI had an effect on creative text quality compared to AWI, while AWI had no effect on argumentative text quality, compared to CWI. This pattern indicates a transfer effect of creative writing instruction on argumentative text quality."

Anouk ten Peze 2024 (2)¶

Anouk ten Peze, Tanja Janssen, Gert Rijlaarsdam, Daphne van Weijen. (2024). Instruction in creative and argumentative writing: transfer and crossover effects on writing process and text quality. Instructional Science. https://doi.org/10.1007/s11251-023-09647-3

q3 · i? · causal · r2

The abstract reports that the panel 1 transfer effect on argumentative text quality was "moderated by CSC, with larger effects for relatively high CSC-participants"; no effect sizes or test statistics are printed in the supplied text.

"The transfer effect was moderated by CSC, with larger effects for relatively high CSC-participants. The second panel did not replicate this pattern."

Anouk ten Peze 2024 (3)¶

Anouk ten Peze, Tanja Janssen, Gert Rijlaarsdam, Daphne van Weijen. (2024). Instruction in creative and argumentative writing: transfer and crossover effects on writing process and text quality. Instructional Science. https://doi.org/10.1007/s11251-023-09647-3

q3 · i? · causal · r2

The abstract reports the second panel's non-replication and the crossover effect of earlier CWI participation on later argumentative writing. The full results section reporting these tests was truncated in the supplied text, so no statistics can be reported.

"Instead, a crossover effect was observed of CWI in panel 1 on the effect of participating in the unit on argumentative writing in panel 2, most pronounced in high CSC-par -ticipants."

Discussion¶

Related Claims¶

• Students' creative writing speed decreased in panel 1 except for students with relatively high Creative Self-Concept, and increased in panel 2
• Students in both panels were generally positive about the creative writing unit's instructional design, with only two items scoring below neutral and a group difference on one scale — related
• Implementation fidelity of the creative writing unit was high: absentee rates below about 3% and completion of crucial divergent-thinking and writing assignments between 88% and 94% — related