Online Written Argumentation

The concept of complex anaphora – ‘nominal expressions referring to propositionally structured referents’ ( Consten et al., 2007 ) – makes a useful distinction between a text-structuring function, one important to argumentative text, and the forms used to accomplish the function. Since complex anaphors often contain the demonstrative this, the contexts of all this tokens in three corpora of written argumentation – research articles, editorials and student essays – were analysed in order to identify instances of complex anaphora. While the frequencies of pronoun use for complex anaphora were similar, the frequencies of determiner use varied, as did placement of anaphors within their host sentence, with determiners appearing non-initially much more often than pronouns in all corpora, particularly editorials. Overall, there was greater variation between the patterns of use in research articles and editorials than between these and student essays.

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Automated analysis of aspects of written argumentation

Proceedings of the Seventh International Learning Analytics & Knowledge Conference on - LAK '17 ◽

10.1145/3027385.3029484 ◽

2017 ◽

Cited By ~ 2

Author(s):

Noureddine Elouazizi ◽

Gülnur Birol ◽

Eric Jandciu ◽

Gunilla Öberg ◽

Ashley Welsh ◽

...

Keyword(s):

Automated Analysis ◽

Written Argumentation

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Written Argumentation by a 10-Year-Old Pupil in Sweden

Argumentation ◽

10.1007/s10503-009-9163-x ◽

2009 ◽

Vol 23 (4) ◽

pp. 437-449 ◽

Cited By ~ 2

Author(s):

Ewa Bergh Nestlog

Keyword(s):

Written Argumentation

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Keterampilan Argumentasi Siswa Pada Materi Sistem Gerak SMA Negeri Kabupaten Sukabumi-Indonesia

BIODIK ◽

10.22437/bio.v6i3.9802 ◽

2020 ◽

Vol 6 (3) ◽

pp. 310-320

Author(s):

Yunita Rahayu ◽

Suhendar ◽

Jujun Ratnasari

Keyword(s):

High School ◽

Claims Data ◽

Claim Data ◽

Qualitative Approach ◽

Motion System ◽

Level 1 ◽

Written Argumentation ◽

Descriptive Method

The study was conducted to determine the profile of the written argumentation skills of class XI students at SMA Negeri Sukabumi Regency. The method in this study uses a descriptive method with a qualitative approach. The subjects were class XI students of SMA Negeri Sukabumi with a total of 36 students, who had followed the motion system material. The instrument used was in the form of problem descriptions to measure students' argumentation skills with 10 questions that referred to the Toulmin Argumentation Pattern (TAP) argumentation skill indicators. The results showed that students' written argumentation skills were still at level 1-2, students at that level could only include claims, data, warrant and backing indicators in their answers. Whereas the refutational indicators (rebuttal) students have not been able to provide answers using refutation or reinforcement, so that the quality of student argumentation in Sukabumi District High School is still low and needs to be trained so that students' written argumentation skills can develop. Abstrak. Penelitian dilakukan untuk mengetahui profil keterampilan argumentasi tertulis siswa kelas XI di SMA Negeri Kabupaten Sukabumi. Metode dalam penelitian ini menggunakan metode deskriptif dengan pendekatan kualitatif. Subjek penelitian adalah siswa kelas XI SMA Negeri Kabupaten Sukabumi dengan jumlah 36 siswa, yang telah mengikuti materi sistem gerak. Instrumen yang digunakan berupa soal uraian untuk mengukur keterampilan argumentasi siswa dengan jumlah 10 soal yang mengacu pada indikator keterampilan argumentasi Toulmin Argumentation Pattern (TAP). Hasil penelitian menunjukkan bahwa keterampilan argmentasi tertulis siswa masih berada di level 1-2, siswa pada level tersebut hanya bisa menyertakan indikator klaim (claim), data (data), jaminan (warrant) dan dukungan (backing) dalam jawabannya. Sedangkan pada indikator sanggahan (rebuttal) siswa belum bisa memberikan jawaban dengan menggunakan sanggahan maupun penguatan, sehingga kualitas argumentasi siswa di SMA Negeri Kabupaten Sukabumi masih rendah dan perlu untuk dilatihkan agar keterampilan argumentasi tertulis siswa dapat berkembang. Kata kunci : Keterampilan argumentasi, sekolah menengah atas, materi sistem gerak

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How Digital and Oral Peer Feedback Improves High School Students’ Written Argumentation—A Case Study Exploring the Effectiveness of Peer Feedback in Geography

Education Sciences ◽

10.3390/educsci9030178 ◽

2019 ◽

Vol 9 (3) ◽

pp. 178

Author(s):

Michael Morawski ◽

Alexandra Budke

Keyword(s):

High School ◽

High School Students ◽

Peer Feedback ◽

School Students ◽

Student Centered ◽

Subject Specific ◽

Specific Feedback ◽

Written Argumentation ◽

Argumentative Texts

This article approaches written argumentation as a concept of promoting geographical literacy. It is argued that student-centered peer feedback is an effective method with which to improve individual students’ argumentative texts. This research uses a case-study design, which analyzed how high school students in different pairs improve their argumentation text under subject-specific criteria. For the feedback process, a subject-specific feedback sheet for students has been designed for them to review their partner’s argumentative text. The findings mainly suggest two outcomes: Different kinds of feedback in terms of interaction, content and argumentative integration of text material lead to text improvement, and that there are varying complexities of feedback acceptance in terms of subject-specific criteria. The results provide a deeper insight into how students can be prepared and rewarded for producing qualitatively high and effective feedback on argumentative texts in socio-scientific contexts with a strong focus on the (linguistic) skills they need for these procedures.

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Positionierungen in argumentativen Gesprächen und Briefen der Schule

Zeitschrift für Angewandte Linguistik ◽

10.1515/zfal-2020-2026 ◽

2020 ◽

Vol 72 (1) ◽

pp. 99-127

Author(s):

Elke Grundler ◽

Sara Rezat ◽

Sabine Schmölzer-Eibinger

Keyword(s):

Secondary School ◽

Comparative Studies ◽

Oral Communication ◽

Controversial Issue ◽

Written Communication ◽

Linguistic Features ◽

School Contexts ◽

Written Argumentation

AbstractThe current research in the field of argumentation in school contexts predominantly focuses on the development of oral and written argumentation skills and interventions to improve students’ argumentative skills, while comparative studies of argumentative practices in different modes, particularly the linguistic features of oral versus written argumentative practices, are still rare. To close this gap, our study investigates argumentative oral and written practices of students in secondary school to answer the question whether the mode has an influence on the use of specific procedures and linguistic features. We examined how students express their stance on a controversial issue linguistically (Positionierung) by analyzing a small corpus of argumentative discussions and letters by 12th grade students. The results of the study show that while students use similar procedures and linguistic features in both modes, they are more varied and multifaceted in discussions, i. e. oral communication, than in letters, i. e. written communication.

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