Documents found
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143.More information
We designed scaffolded tasks that targeted the skill of identifying reasoning errors and conducted a study with 472 middle school students. The study results showed a small positive impact of the scaffolding on student performance on one topic, but not the other, indicating that student skills of writing critiques could be affected by the topic and argument content. Additionally, students from low-SES families did not perform as well as their peers. Student performance on the critique tasks had moderate or strong correlations with students' state reading and writing test scores. Implications of the scaffolding and critique task design are discussed.
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144.More information
I explore how empathetic visual argument may be the mode best suited for eliciting appropriate force to the reasons given by arguers who face systematic identity prejudices. In the verbal mode, this force is often skewed through epistemic injustice (Fricker 2007), argumentative injustice (Bondy 2010), and discursive injustice (Kukla 2010). Highlighting their reliance on the Aristotelian sense of enthymeme, I show how visual arguments are highly context specific. Using Ian Dove’s Visual Scheming (2016) and the theory of the Retort collective (2004) via case study, I demonstrate how the visual mode can leave the appropriate force in the arguer’s control.
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146.More information
In this paper, we devise a network that consists of argumentation schemes and critical questions that participants in debates can use to easily construct arguments that attack or support former arguments. As a prototype, we build a potential network of argumentation schemes and critical questions with a practical reasoning scheme at its center. The usefulness of a NASCQ in constructing and reconstructing complex arguments and in formal argumentation is also explored along with argumentation more broadly.
Keywords: argumentation scheme, critical question, complex argument, formal argumentation
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