The Uses Of Argument

By K. Baier. 2016

2,563 citations recorded by the source corpus.

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Citations in the corpus

Probing Neural Network Comprehension of Natural Language Arguments (2019, background): “One approach to this problem is to focus on warrants (Toulmin, 1958) - a form of world knowledge that permit inferences.”
Handbook Of Design Research Methods In Education: Innovations In Science, Technology, Engineering, And Mathematics Learning And Teaching (2018, methodology): “Then, we describe Toulmin’s (1969) model of argumentation, which serves as an analytic tool in the methodology.”
Explicit Nature of Science and Argumentation Instruction in the Context of Socioscientific Issues: An effect on student learning and transfer (2014, background): “Although there has not been a precise definition in the literature for the word ‘argument’ (McDonald, 2010), it is commonly defined as an assertion or a claim and its accompanying justification (Driver, Newton, & Osborne, 2000; Toulmin, 1958).”
Drawing to reason and learn in science (2020, background): “In argumentation terms (Toulmin, 1958), we consider the drawing as constituting a visuo-spatial “claim” that is accompanied by other claims, which might be verbal or embodied, to complete an argument.”
Argumentation Mining in User-Generated Web Discourse (2016, methodology): “…the theoretical section by presenting one (micro-level) argumentation model in detail: a widely used conceptual model of argumentation introduced by Toulmin (1958), which we will henceforth denote as Toulmin original model.8 This model will play an important role later in the annotation studies…”
TIARA: A Tool for Annotating Discourse Relations and Sentence Reordering (2020, background): “They deﬁned six types of directed link: ﬁve inspired by Toulmin’s argument model (Toulmin, 2003), and added a special link label “?” for feedback to students.”
A systematic review and taxonomy of explanations in decision support and recommender systems (2017, background): “Finally, some studies structure the explanation as an argument, typically in the form of the Toulmin’s argument structure (Toulmin 2003).”
The Learning Benefits of Being Willing and Able to Engage in Scientific Argumentation (2015, methodology): “Critical component abilities include: (1) extracting relevant data from investigations appropriate for the research question; (2) analyzing and interpret graphs, tables, and data accurately and with intention; and (3) interpreting the outcomes of controlled and comparative experiments to answer ques”
Developing Historical Reading and Writing With Adolescent Readers: Effects on Student Learning (2014, background): “To make historical arguments, students must attend to conventional features of argumentation, such as constructing a claim, integrating relevant evidence, and explaining how that evidence supports their claim (Toulmin, 1958).”
Supporting Use of Evidence in Argumentation through Practice in Argumentation and Reflection in the Context of SOCRATES Learning Environment (2015, background): “Evidence is considered an essential component of both strong individual argument (Toulmin, 1958) and skilled dialogic argument, namely argumentation.”
The Argument Reasoning Comprehension Task: Identification and Reconstruction of Implicit Warrants (2017, background): “1 Accordingly, the unsuitability of formal logic for natural language argumentation has been discussed by argumentation scholars since the 1950’s (Toulmin 1958).”
Disciplinary Literacies and Learning to Read for Understanding: A Conceptual Framework for Disciplinary Literacy (2016, background): “, facts, concepts, principles, symbols, metaphors) to make claims supported by evidence, where the warrant connecting the claim and evidence is a general rule or principle (Toulmin, 1958).”
Beyond Vocabulary: Exploring Cross-Disciplinary Academic-Language Proficiency and Its Association With Reading Comprehension (2015, background): “Given the argumentative nature of academic language (Rex, Thomas, & Engel, 2010; Toulmin, 1958), we focus on skills in structuring argumentative texts (i.”
Developing Dialogic Argumentation Skills: A 3-year Intervention Study (2014, background): “Although in concert with Toulmin (1958), the present approach aligns most closely with Walton’s dialogue theory.”
Toward a more dialogic pedagogy: changing teachers’ beliefs and practices through professional development in language arts classrooms (2017, background): “The pairs of items are grouped in relation to four standards of argumentation: (1) consideration of multiple perspectives, (2) clarity of language and structure of arguments, (3) acceptability of premises, and (4) validity of inferences (cf., Toulmin 1958; Walton 1996).”
Examining individual and collective level mathematical progress (2014, methodology): “In his seminal work, Toulmin (1958) created a model to describe the structure and function of argumentation.”
The effects of online peer feedback and epistemic beliefs on students’ argumentation-based learning (2019, background): “This requires integration of pros and cons and elaborations on the perspectives of the advocates and the opponents followed by a final conclusion on the topic (see Noroozi et al., 2016; Qin & Karabacak, 2010; Toulmin, 1958; Wood, 2001).”
Scientific Literacy: The Role of Goal-Directed Reading and Evaluation in Understanding Scientific Information (2014, background): “, factual, causal, or policy type of claim) and some reasoning about the link between the claim and the proposed reasons, which is often partly implicit and may also require domain knowledge not available to the lay reader (Toulmin, 1958).”