Models of argumentation in educational discourse.
Text, 25 (1).
||Discourse studies in education. Meta-theoretical. State-of-the-art critique of Toulmin and US-based theories of argument as applied to essay-writing and other forms of assessment in Education, examining four models and thier respective functions. Based on evidence from three research projects funded by Leverhulme and Esmee Fairbairn in 1990s (total £170K). Provides a theoretical re-alignment of Toulmin and writing process-theories (Kaufer and Geisler, Applebee, Andrews) that can be aplied at school or HE levels, suggesting Toulmin is best used after, not during drafting of academic work. Includes response by Prior (Illinois at Urbana-Champaign) and rejoinder. Significant to higher education studies in argumentation (E.g. Higher Education Academy agenda and recent funded research by Andrews et al. on improving argumentative skills in undergraduates). Basis for current book proposal to Routledge on argumentation in higher education. Appears in University of Vienna A-rated liste of applied linguistic journals This document has been closed because the permission of the publisher has not been verified.
||Learning and teaching in further/higher education , Learning styles , Assessment
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