Teaching and Learning Argumentation in English: A Dialogic Approach

VanDerHeide, Jennifer; Juzwik, Mary M.; Dunn, Mandie B.

doi:10.1080/00405841.2016.1208069

Cited by 15 publications

(7 citation statements)

References 5 publications

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“…This approach is not new, and we have been exploring similar ideas for several years, at times calling this approach dialogic (Juzwik, Borsheim-Black, Caughlan, & Heintz, 2013), social practice (Newell, VanDerHeide, & Wynhoff Olsen, 2014), or conversational entry (VanDerHeide et al, 2016). Others before us have also found the approach generative.…”

Section: Teaching Argument As Participation In Conversationmentioning

confidence: 99%

“…This vignette presents a scenario that differs from many typical approaches to argumentative writing instruction in secondary schools. One typical approach focuses on the form or structure of the argument (see VanDerHeide, Juzwik, & Dunn, 2016). Textual products become the focus, sometimes scaffolded by acronymlike structures that provide templates for specific sentences (e.g., PIE: point, information, and explanation; CER: claim, evidence, and reasoning; OREO: opinion, reasons, examples, and opinion) or by enduring forms such as the five-paragraph essay (Johnson, Thompson, Smagorinsky, & Fry, 2003).…”

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confidence: 99%

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Argument as Conversation: Students Responding Through Writing to Significant Conversations Across Time and Place

VanDerHeide¹,

Juzwik²

2018

J Adolescent & Adult Lit

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Section: Teaching Argument As Participation In Conversationmentioning

confidence: 99%

mentioning

confidence: 99%

Argument as Conversation: Students Responding Through Writing to Significant Conversations Across Time and Place

VanDerHeide¹,

Juzwik²

2018

J Adolescent & Adult Lit

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“…We adopted a dialogic approach to exploring their experiences (VanDerHeide et al., ). This approach has been widely used in English classrooms, and with students with learning disabilities, to promote the development of argument and writing (Piazza, Rao, & Protacio, ), and enabled us to combine conversations with writing and visual materials (Snow, ) to capture our co‐authors’ reflections and opinions.…”

Section: The Process Of Writing This Papermentioning

confidence: 99%

“…In the remainder of this article, we report both the outcomes of the collaboration and make the process of co-authorship explicit to assist others who want to explore more inclusive approaches to research and to creating publications (see Strnadová & Walmsley, 2018). We adopted a dialogic approach to exploring their experiences (VanDerHeide et al, 2016). This approach has been widely used in English classrooms, and with students with learning disabilities, to promote the development of argument and writing (Piazza, Rao, & Protacio, 2015), and enabled us to combine conversations with writing and visual materials (Snow, 2017) to capture our co-authors' reflections and opinions.…”

Section: The Pro Ce Ss Of Writing This Pa Permentioning

confidence: 99%

A dialogic approach to working inclusively in a Research Reference Committee

Lloyd

Jobling

White³

et al. 2018

Brit J Learn Disabil

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Accessible summary People with intellectual disability do not often take part in research. We wanted to include people with intellectual disability on our research committee. We worked with two people with intellectual disability to help with their roles on the research committee. We talk about some ideas that made this work well. Two people with intellectual disability share their ideas on being a part of a Research Reference Committee. Abstract This paper reports the use of a dialogic approach to working inclusively with two young people with intellectual disability as part of a Research Reference Committee for a project that examined how adults with intellectual disability and their families plan for their future. The paper begins with an overview of the role of the Research Reference Committee written by the research team to provide the context for reporting. We then discuss and reflect on how we used mediated talk to working with the young people with intellectual disability to develop strategies for enabling them to actively contribute to the reference committee. The third section of the paper was co‐written with authors 3 and 4. The structure follows their decisions about how they wanted to write this section in ways that allowed them to tell their stories of participation as narratives, using their own words. In the discussion, we acknowledge the challenges of co‐authorship and consider the benefits of using an iterative dialogical approach to enable the active participation of these young people in a reference committee, and as a method of co‐authoring that allows a broader dissemination the voices of the young people with intellectual disability in research outputs.

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“…It is believed that alternative approach is needed to accommodate students to relate their learning activities, including writing argumentative essays, to the real world context. Regarding the trend, thus, the definition of argumentation as to support claim by providing cases should be broadened as well to become "as predictive of counterarguments accompanied by responses that are respectful of diverse views within a heterogeneous society" [3].…”

Section: Introductionmentioning

confidence: 99%

Promoting Counterargument in Student’s Argumentative Writing: A Dialogic Approach

Sueb¹,

Hartanti²,

Ayu³

2019

Proceedings of the Social Sciences, Humanities and Education Conference (SoSHEC 2019)

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It is important for students to integrate both argument and counterargument to construct effective argumentative writing. One strategy believed to improve the effectiveness of student's argumentative writing is through the employment of Bakhtinian dialogism. This action research was intended to observe student's strategy in constructing argumentative essay in the undergraduate EFL classroom in terms of balanced integration of argumentation, counterargument, and refutation through dialogic approach during drafting. In addition, possible factors that affect student's strategy in constructing argumentative. The results show some student's hesitation to the use of counterargument in the writing despite the fact other features in the argumentative essay show good quality. Possible factors in writing process are also discussed, e.g. student's sociocultural background, English proficiency level, and also attitudes towards the dialogic approach. Some suggestions indicate that students should be more encouraged to apply counterarguments in their essay in a more practical approach.

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Teaching and Learning Argumentation in English: A Dialogic Approach

Cited by 15 publications

References 5 publications

Argument as Conversation: Students Responding Through Writing to Significant Conversations Across Time and Place

Argument as Conversation: Students Responding Through Writing to Significant Conversations Across Time and Place

A dialogic approach to working inclusively in a Research Reference Committee

Promoting Counterargument in Student’s Argumentative Writing: A Dialogic Approach

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