Evidence Use in Argument Writing Based on Multiple Texts

In this study, we focused on one particular challenge in argumentative writing based on multiple texts: evidence use. Specifically, we first examined undergraduate students’ strategy reports when processing evidence presented in conflicting and comparably trustworthy texts. Both surface‐level (i.e., restating) and deep‐level (e.g., evaluation, elaboration) evidence‐related processing strategies were identified in students’ typed strategy reports. Second, we examined students’ use of text‐based evidence in their writing. Students were found to have limitations in both the quantity and quality of evidence use in writing. Finally, we associated students’ evidence‐related processing strategies with their evidence use in writing. Only the quality of students’ evidence use in writing was significantly predicted by their evidence‐related processing strategies. However, significant predictors of the quality of evidence use in writing included both surface‐ and deep‐level strategies. Implications for instruction are discussed.