Název: The dimensions of argumentative texts and their assessment
Zdrojový dokument: Studia paedagogica. 2019, roč. 24, č. 4, s. [11]-44
Rozsah
[11]-44
-
ISSN1803-7437 (print)2336-4521 (online)
Trvalý odkaz (DOI): https://doi.org/10.5817/SP2019-4-1
Trvalý odkaz (handle): https://hdl.handle.net/11222.digilib/142238
Type: Článek
Jazyk
Licence: Neurčená licence
Upozornění: Tyto citace jsou generovány automaticky. Nemusí být zcela správně podle citačních pravidel.
Abstrakt(y)
The definition and the assessment of the quality of argumentative texts has become an increasingly crucial issue in education, classroom discourse, and argumentation theory. The different methods developed and used in the literature are all characterized by specific perspectives that fail to capture the complexity of the subject matter, which remains ill-defined and not systematically investigated. This paper addresses this problem by building on the four main dimensions of argument quality resulting from the definition of argument and the literature in classroom discourse: dialogicity, accountability, relevance, and textuality (DART). We use and develop the insights from the literature in education and argumentation by integrating the frameworks that capture both the textual and the argumentative nature of argumentative texts. This theoretical background will be used to propose a method for translating the DART dimensions into specific and clear proxies and evaluation criteria.
Note
This project has received funding from the European Union's HORIZON 2020 research and innovation program under grant agreement 770045. Fabrizio Macagno would like to thank Fundação para a Ciência e a Tecnologia for the grant no. PTDC/FER-FIL/28278/2017.
Reference
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[14] Erduran, S., Simon, S., & Osborne, J. (2004). TAPping into argumentation: Developments in the application of Toulmin's Argument Pattern for studying science discourse. Science Education, 88(6), 915–933. | DOI 10.1002/sce.20012
[15] Felton, M. (2004). The development of discourse strategies in adolescent argumentation. Cognitive Development, 19(1), 35–52. | DOI 10.1016/j.cogdev.2003.09.001
[16] Felton, M., & Kuhn, D. (2001). The development of argumentive discourse skill. Discourse Processes, 32(2), 135–153.
[17] Garcia-Mila, M., & Andersen, C. (2007). Cognitive foundations of learning argumentation. In S. Erduran & M. P. Jiménez-Aleixandre (Eds.), Argumentation in science education (pp. 29–45). Amsterdam: Springer.
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[19] Giora, R. (1985). Notes towards a theory of text coherence. Poetics Today, 6(4), 699–715. | DOI 10.2307/1771962
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[21] Giora, R. (1997). Discourse coherence and theory of relevance: Stumbling blocks in search of a unified theory. Journal of Pragmatics, 27(1), 17–34. | DOI 10.1016/0378-2166(95)00065-8
[22] Giora, R. (1998). Discourse coherence is an independent notion: A reply to Deirdre Wilson. Journal of Pragmatics, 29(1), 75–86. | DOI 10.1016/S0378-2166(97)00045-3
[23] Glassner, A., & Schwarz, B. (2007). What stands and develops between creative and critical thinking? Argumentation? Thinking Skills and Creativity, 2(1), 10–18. | DOI 10.1016/j.tsc.2006.10.001
[24] Golder, C., & Coirier, P. (1994). Argumentative text writing: Developmental trends. Discourse Processes, 18(2), 187–210.
[25] Govier, T. (1992). A practical study of argument. Belmont: Wadsworth.
[26] Graff, G. (2003). Clueless in academe: how schooling obscures the life of the mind. New Haven & London: Yale University Press.
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[31] Jimenez-Aleixandre, M. P., Rodriguez, A. B., & Duschl, R. (2000). "Doing the lesson" or "doing science": Argument in high school genetics. Science Education, 84(6), 757–792. | DOI 10.1002/1098-237X(200011)84:6<757::AID-SCE5>3.0.CO;2-F
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