The effect of argumentative task goal on the quality of argumentative discourse

By Merce Garcia-Mila, Sandra Gilabert, S. Erduran, Mark Felton. 2013

144 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/a930c9d76c6186e403efc8ffee581888dce2b9f6

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Christa S. C. Asterhan
2. Baruch B. Schwarz
3. Iryna Gurevych
4. Ivan Habernal
5. E. Michael Nussbaum

In Education

1. Christa S. C. Asterhan
2. Baruch B. Schwarz
3. Iryna Gurevych
4. Ivan Habernal
5. E. Michael Nussbaum

Citations in the corpus

• Argumentation for Learning: Well-Trodden Paths and Unexplored Territories (2016, background): “…deliberative instructions condition produced a greater variety of complex argument structures and a higher number of rebuttals in their discourse (Garcia-Mila et al., 2013), as well as showed improved individual essay writing (Felton et al., 2009; see also Felton, Crowell, & Liu, 2015, for…”
• Argumentation Mining in User-Generated Web Discourse (2016, background): “Garcia-Mila et al. (2013) coded utterances into categories from Toulmin’s model in persuasion and consensus-reaching among students. Weinberger and Fischer (2006) analyze asynchronous discussion boards in which learners engage in an argumentative discourse with the goal to acquire knowledge.”