Promoting Argument-Counterargument Integration in Students' Writing

Identification of Justification Types and Discourse Markers in Turkish Language Teacher Candidates’ Argumentative Texts

“…Support justification ratio used by students during proving their ideas is higher than the use of refutation justification ratio. It is identified through different research studies that the most difficult element faced by the teacher candidates during writing argumentative text is the opposing idea (Nussbaum and Schraw, 2007;Tiryaki, 2011). It can be said that expressing one's own opinion regarding a topic is easier than developing an idea against the opposing thought.…”

“…Justifications are discussed in two parts as support justifications and refutation justifications. Support justifications are the explanations and evidences used by author to strengthen their claims (Nussbaum and Schraw, 2007). This type of justification can be used not only for the claims but also for the counter-claims in order to increase persuasiveness.…”

Argumentation in and Across Disciplines: Two Norwegian Cases

“…Enkle og moraliserende løsninger framsettes bastant, og tekstene karakteriseres gjerne som assosiative og usammenhengende med logiske brudd, brå overganger og additiv organisering Crowhurst 1991;Freedman og Pringle 1984;Øgreid og Hertzberg 2009). Utdyping av argument og tilbakevisning av motargument, saerlig når motargumentasjonen strider mot elevens egen oppfatning, framheves ofte som saerlig utfordrende (Driver, Newton, og Osborne 2000;Nussbaum og Schraw 2007;199 Wolfe og Britt 2008). forklarer elevenes utfordringer ved blant annet å peke på den krevende overgangen fra en muntlig og dialogisk argumentasjon til en kompleks skriftlig tekststruktur der argumentasjonen drives fram av skriveren uten støtte i det muntlige.…”

Argumentation Prompts Mediating Student Resource Use on Conceptual Problems

“…Procedure of this training was similar to that used by Nussbaum and Schraw [11]. Students were then assigned to one of two conditions depending upon where they were seated: evaluate and construct.…”