Influence of Oral Discussion on Written Argument

By Alina Reznitskaya, Richard C. Anderson, B. McNurlen, K. Nguyen-Jahiel, Anthi Archodidou, So-young Kim. 2001

335 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/be81bccf4c07c87dcde697867e5915aafa429fd8

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In Developmental and Educational Psychology

In Education

In Language and Linguistics

Citations in the corpus

What Is Meant by Argumentative Competence? An Integrative Review of Methods of Analysis and Assessment in Education (2013, methodology): “be modified as new disconfirming data are generated. This shift is illustrated by the four goals of Duschl, Schweingruber, and Shouse (2007) for becoming proficient in science:”
Coordinating own and other perspectives in argument (2007, positive): “The developmental parallels observed across the dialogic and nondialogic contexts strengthen the present findings, but they also strengthen the claim of a close connection between the two forms of argument; dialogic and non-dialogic (Billig, 1987; Kuhn, 1991; Reznitskaya, Anderson, McNurlen, Nguyen”
Engaging and Supporting Problem Solving in Engineering Ethics (2009, background): “According to Reznitskya et al. (2001), most American students do not understand argumentative discourse.”
Supporting Students' Construction of Scientific Explanations by Fading Scaffolds in Instructional Materials (2006, background): “Argument has been a goal across a variety of domains (Voss & Van Dyke, 2001) including language arts (Reznitskaya & Anderson, 2002; Reznitskaya et al., 2001), economics (Cho & Jonassen, 2002), mathematics (Cobb, 2002), debate (D.”
Student Thought and Classroom Language: Examining the Mechanisms of Change in Dialogic Teaching (2013, methodology): “…and argumentation about text (e.g., Murphy et al., 2009), enhanced quality of post-intervention argumentative writing (Applebee et al., 2003; Reznitskaya et al., 2001), as well as deeper conceptual understanding of disciplinary concepts and principles (e.g., Asterhan & Schwarz, 2007; Chinn,…”
Critical Questions and Argument Stratagems: A Framework for Enhancing and Analyzing Students' Reasoning Practices (2011, background): “, Kuhn, 1991; Toulmin, 1958), often represented materially as an external representation (Toth, Suthers, & Lesgold, 2002), and explicitly taught to students (Chin & Osborne, 2010). In the learning sciences literature, the dominant schema for analyzing argumentation and providing instruction has been”
Approaching and avoiding arguments: The role of epistemological beliefs, need for cognition, and extraverted personality traits (2003, background): “There is a small but growing body of evidence that links the quality and depth of students oral arguments during small-group discussions to learning outcomes in science (Alexopoulou & Driver, 1996; Chinn, O Donnell, & Jinks, 2000) and writing (Reznitskaya et al., 2001).”
Influence of a Teacher’s Scaffolding Moves During Child-Led Small-Group Discussions (2011, background): “…that after experiencing Collaborative Reasoning, children write reflective essays that include explicit reference to text information, incorporating phrases such as ‘‘In the story, it says [evidence],’’ while comparable control children almost never do (Kim et al., 2009; Reznitskaya et al., 2001).”
Improving Adolescent Literacy: Effective Classroom and Intervention Practices. IES Practice Guide. NCEE 2008-4027. (2008, background): “Reznitskaya et al. (2001). issues in stories they had read, taking positions on issues and providing supporting evidence from the story for their positions.”
Handbook of Research on Learning and Instruction (2011, background): “Children (Lee, Freden-burg, Belcher, & Cleveland, 1999), as well as adults (Lirgg, George, Chase, & Ferguson, 1996), often perceive and categorize sports, physical activities, and skills along gender appropriateness dimensions.”
Developing Norms of Argumentation: Metacognitive, Epistemological, and Social Dimensions of Developing Argumentive Competence (2013, background): “The broader implication is that argumentation must be understood and studied as a social practice and not only as a skill residing within individuals (Resnick & Nelson-LeGall, 1997; Reznitskaya et al., 2001; Ryu & Sandoval, 2012).”
Positive psychology in practice (2004, background): “Specifically, student essays contained a greater number of reasons for and against the chosen action than the essays of comparable students who did not have group discussions (Reznitskaya et al., 2001).”
Arguing to learn and learning to argue: design justifications and guidelines (2010, background): “Collaborative reasoning strategies include prompting students for their position and reasoning; demonstrating thinking processes by thinking aloud; challenging students with countering ideas; acknowledging good reasoning; summing up what other students have said; and using vocabulary of critical and”
The Challenges of Scientific Literacy: From the viewpoint of second‐generation cognitive science (2006, background): “Similarly, debate and discussion before writing improves students’ written argumentation (Reznitskaya et al., 2001; Hidi, Berndorff, & Ainley, 2002).”