Secondary and university instructors in the United States rely heavily on the Toulmin model to teach written argumentation. To date, pragma-dialectics (van Eemeren and Grootendorst 2004; van Eemeren 2010) is not a visible presence in American composition textbooks. This session encouraged writing consultants to ask critical questions not only associated with Toulmin's model but also those of the pragma-dialectic model of critical discussion in order to improve the critical thinking of writers.
2023. Students’ Argumentation in Science Lessons. Science & Education 32:3 ► pp. 669 ff.
Aziz, Farous Izwan Bin Abdul & Seriaznita Bte Mat Said
2020. Developing a persuasive writing model for secondary school. Educational Research for Policy and Practice 19:2 ► pp. 143 ff.
Bondar, Natalia A., Susan X Day, Lee Mountain, Laura B. Turchi & Laveria F. Hutchison
2023. Composition Organization and Development Analysis (CODA) Scale: Equipping high school students to evaluate argumentative essays. Assessing Writing 57 ► pp. 100724 ff.
Vanderheide, Jennifer, Erica Lee Beaton & Allison Wynhoff Olsen
2021. Making Others’ Perspectives Present: Arguments That Listen.
110:5 ► pp. 87 ff.
Wolfe, Michael B. & Todd J. Williams
2017. Effects of Text Content and Beliefs on Informal Argument Evaluation. Discourse Processes 54:5-6 ► pp. 446 ff.
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