Search results for "Argumentative"
showing 10 items of 46 documents
Competencias argumentativas en la alfabetización académica
2011
Este trabajo se enmarca en las numerosas investigaciones sobre escritura académica que vienen desarrollándose en diversos países. Dentro de ellas, buscamos articular líneas de investigación que se ocupan de la alfabetización académica, de los géneros académicos y del papel de la argumentación en los mismos. Para ello, implementamos desde 2005 un programa de alfabetización académica en una asignatura de Humanidades de una universidad argentina, cuyo tramo final es la elaboración y exposición de ponencias grupales, entendidas como construcciones argumentativas que ponen en consideración resultados de investigación. En relación con éstas, este trabajo presenta resultados, en torno a la relació…
Mitigation and reinforcement in general knowledge expressions
2020
Abstract Speakers often mitigate by downgrading their own role in their utterances, depersonalizing the origin of their utterances and de-focalizing the deictic-personal point of reference (Briz, 1998; Caffi, 2007). Linguistically, this can be accomplished by means of impersonalization, generalization and referencing general knowledge. Interestingly, using expressions that suggest the objective, general or shared status of information can, in some cases, lead to argumentative reinforcement or boosting 1 (Cornillie, 2007a, b; Caffi, 1999; Briz, 2016). Our goal is to examine the relationship between the functions of mitigation and reinforcement in indirect evidential expressions of common kno…
An experimental study on the effect of systemic functional linguistics applied through a genre-pedagogy approach to teaching writing
2016
Abstract In the tradition of teaching English as a second language, there has been an increased interest in how functional language descriptions and understandings of genres may be used as resources for making meaning. The present study investigates what impact writing instruction that draws upon systemic functional linguistics (SFL) applied through a genre-pedagogy approach has on students’ ability to write argumentative essays. This includes explicit grammar instruction inspired by SFL, as well as instruction on text structure. The study uses a mixed-methods approach, with a quasi-experiment followed up by quantitative and qualitative analyses of the collected material. Statistical analys…
Democracia, argumentación e ideologías jurídicas | Democracy, Argumentation and Legal Ideologies
2016
RESUMEN. Este trabajo analiza la relacion de la democracia y la argumentacion juridica desde diversas perspectivas. En primer lugar, desde un punto de vista externo, que apunta al fundamento politico y moral de las corrientes argumentativas dentro de la Filosofia del Derecho. En segundo lugar, aborda esta relacion desde un punto de vista interno, analizando el papel del principio democratico en el marco de un modelo general de racionalidad argumentativa. Y, por ultimo, pretende hacer una caracterizacion de las teorias/ideologias juridicas en el contexto de la democracia constitucional. ABSTRACT. This paper analyzes from varied perspectives the relation between democracy and legal argumentat…
Qüestions sòcio-científiques i debats per a millorar l'argumentació en classes de Física i Química
2017
En aquesta investigació s’estudia l’ús de les qüestions sòcio-científiques i els debats per a millorar l’argumentació a les classes de Física i Química. Els problemes que s’aborden al llarg de l’estudi són: Quines habilitats argumentatives en ciència tenen els alumnes d’ESO i Batxillerat? En quina mesura l’ensenyament tradicional de la Física i Química potencia l’habilitat argumentativa dels alumnes? Pot la realització de debats sòcio-científics millorar aquesta habilitat? Per a donar resposta a les dos primeres preguntes a manera de diagnòstic es proposa la següent primera hipòtesi: Els alumnes de Secundària tenen un baix nivell d’habilitat argumentativa perquè l’argumentació és un procedi…
Sí, profe, pero? La enseñanza de la argumentación oral en el aula de E/LE
2020
Resumen: El trabajo que se presenta es una propuesta teórico-práctica sobre la argumentación oral en el aula de E/LE a partir de ciertos conceptos sobre la argumentación como los topoi o los tipos de argumentos. El estudio se divide en dos secciones: por una parte, se mostrarán las bases teóricas en la que se sustenta la propuesta y; por otra parte, se propondrán una serie de actividades para llevar a cabo en el aula de E/LE con el objetivo de mejorar las habilidades argumentativas de nuestro alumnado.
 Palabras clave: argumentación en la lengua, topoi, orientación argumentativa.
 Yes, teacher, but… Learning to teach oral argumentation in E/LE classroom
 Abstract: The aim of …
Irony as a Visual Argument
2016
Argumentation fields are extraordinarily varied. Depending on the area in which we move, our argumentative strategies should be appropriate for achieving the greatest success. The strength of a good argumentation must remain meaningfully in an argument developed in a logically valid way and rhetorically embellished, obtaining as a result a persuaded audience who consequently accept it.
Computer‐based and Face‐to‐face Collaborative Argumentation in Secondary Schools in England and Finland
2005
Abstract This article focuses on the analysis of secondary school students’ argumentative interactions in England and Finland, within specific face‐to‐face and computer‐based environments. We propose that a combination of learning environments, in conjunction with teacher input and support, is important for developing argumentation skills in the classroom. Face‐to‐face argumentation, in particular, offers ample opportunity for concentrating on the quality (through deeper exploration) of arguments; such learning can enhance the construction of well‐structured arguments often associated with some computer‐based environments, such as synchronous computer chat.
Electronic Mail as a Forum for Argumentative Interaction in Higher Education Studies
1998
This article reports a study in which thirty-one undergraduate students practiced academic argumentation by electronic mail (e-mail). In the two “tutorled” e-mail study groups the discussion topics were selected by the tutor, while in the two self-directed “student-led” groups selection was by the students. The quantity and quality of student-student interaction, and the factors associated with this were investigated. The results indicated that 42 percent of the students' messages (n = 441) were interactive in nature, indicating at least one reference to fellow students' messages. When difficult contents were addressed, interaction in the tutor-led groups was more common than in the studen…
Commenting on Written Arguments as a Part of Argumentation Skills — comparison between students engaged in traditional vs on‐line study
1992
ABSTRACT The use of computer‐mediated communication (CMC) has increased in the area of education. This article reports a study whose aim was to improve the argumentation and scientific thinking skills of university students through argumentative on‐line studying. The research problems dealt on the one hand with learning outcomes in terms of subject content and on the other hand with argumentation skills. The results were compared between on‐line students and students who studied in a traditional way. The results indicated that the traditional group got better learning outcomes than the on‐line students who, by contrast, succeeded better in the tasks of argumentation skills. The findings sug…