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E-grāmata: Argumentation in Higher Education: Improving Practice Through Theory and Research

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(Institute of Education, UK)
  • Formāts: 248 pages
  • Izdošanas datums: 10-Sep-2009
  • Izdevniecība: Routledge
  • Valoda: eng
  • ISBN-13: 9781135276515
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Argumentation in Higher Education: Improving Practice Through Theory and ResearchPalielināt
  • Formāts: 248 pages
  • Izdošanas datums: 10-Sep-2009
  • Izdevniecība: Routledge
  • Valoda: eng
  • ISBN-13: 9781135276515
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Argumentation in Higher Education offers professors, lecturers and researchers informative guidance for teaching effective argumentation skills to their undergraduate and graduate students. This professional guide aims to make the complex topic of argumentation open and transparent. Grounded in empirical research and theory, but with student voices heard strongly throughout, this book fills the gap of argumentation instruction for the undergraduate and graduate level.

Written to enlighten even the most experienced professor, this text contributes to a better understanding of the demands of speaking, writing, and visual argumentation in higher education, and will undoubtedly inform and enhance course design. The book argues for a more explicit treatment of argument (the product) and argumentation (the process) in higher education, so that the ground rules of the academic discipline in question are made clear. Each chapter concludes with practical exercises for staff development use.

Topics discussed include:











The importance of argument





The current state of argumentation in higher education





Generic skills in argumentation





The balance between generic and discipline specific skills





Information communication technologies and visual argumentation

How can we best teach argumentation so that students feel fully empowered in their academic composition? Professors (new and experienced), lecturers, researchers, professional developers and writing coaches worldwide grappling with this question will find this accessible text to be an extremely valuable resource.

Richard Andrews is Professor in English at the Institute of Education, University of London.

Recenzijas

"Argumentation is not simply contradiction of other viewpoints (as it plays out in many classrooms); it is, rather, an intricate, intriguing, and structured dance of ideas. This book shows how to nurture productive and civilized argumentation in the broader interests of informed and tolerant discourse." Teaching Theology and Religion

"A thought-provoking text and a valuable addition to the library of university teachers in any discipline."--London Review of Education

Illustrations
viii
Acknowledgements ix
Why Argument?
1(22)
The Importance of Argument
1(1)
Argument and/or Argumentation
2(1)
Argumentation in Higher Education
3(2)
An Example
5(3)
Is Argumentation Too `High' a Term?
8(2)
The Position of Argumentation
10(2)
Theoretical Justifications for the Focus on Argumentation
12(6)
Is Argument a New Preoccupation?
18(1)
The Structure of the Book
19(3)
The Practical Dimension
22(1)
The Current State of Argumentation in Higher Education
23(14)
Who?
29(1)
What?
30(1)
To Whom?
30(1)
Why?
31(1)
A Case Study: Argumentation in History
32(4)
The Practical Dimension
36(1)
Generic Skills in Argumentation
37(17)
Recent Models of Argumentation in Education
38(1)
Definitions
39(1)
Literature Review
40(1)
The `Toulmin Model'
41(2)
Models of Argument
43(7)
Visual Argumentation
50(2)
A Spectrum of Models
52(1)
The Practical Dimension
53(1)
Discipline-Specific Skills in Argumentation
54(27)
Richard Andrews
Carole Torgerson
Beng-Huat See
First-Year Students Believe Argument to be Important in Their Disciplines
55(1)
Students Feel the Need for More Explicit Instruction
56(1)
Students Tend to Draw on Argumentation Skills Learned in the Previous Stage of Formal Education
57(1)
Most Students are not Sceptical in their Academic Reading
58(2)
Differences Among Institutions, Disciplines and Individual Lecturers are Highly Significant
60(1)
There is a Mismatch Between the Way Lecturers and Students see Argument
61(1)
If Argument is Formally Assessed, it is More Highly Valued by Students
62(1)
Argument in Three Disciplines: History, Biology, Electronics
62(3)
History
65(7)
Biology
72(5)
Electronics/Electrical Engineering
77(1)
Conclusion
78(2)
The Practical Dimension
80(1)
The Balance Between Generic and Discipline Specific Skills
81(15)
Generic Stages in the Development of an Argument
81(8)
The Balance Between Generic and Discipline-Specific Skills
89(2)
Argumentation and Academic Literacy/Literacies
91(2)
Interdisciplinary
93(2)
The Practical Dimension
95(1)
Information and Communication Technologies, Multimodality and Argumentation
96(21)
An Example of an Undergraduate Dissertation
96(5)
What Does Argumentation Look Like From a Modal Perspective?
101(9)
Argumentation and Information and Communication Technologies in Higher Education
110(5)
Conclusion
115(1)
The Practical Dimension
116(1)
Further Evidence from Research
117(18)
Argumentation at School Level Lessons for Higher Education
117(1)
Implications for Higher Education
118(1)
Implications: The Conditions That Have to be in Place
119(2)
Implications Specific Activities
121(9)
Transitions in Education: How Does Argument Change?
130(4)
The Practical Dimension
134(1)
Students' Views on Argumentation
135(18)
Students Interviewing Other Students
135(2)
Argumentation in a Medical Course
137(2)
Argumentation in Mathematics
139(1)
Argumentation in Psychology
140(2)
Argumentation in Politics
142(1)
Argumentation in Literature Studies, Writing and Performance
143(3)
Argumentation and Discussion in a Vocational Course
146(2)
A More In-Depth Look at Argumentation in Chemistry
148(4)
The Practical Dimension
152(1)
Students' Essays and Reports in a Range of Disciplines
153(16)
Two Examples
154(4)
The End of the Essay?
158(9)
The Personal Voice
167(1)
Conclusion
168(1)
The Practical Dimension
168(1)
The Significance of Feedback from Lecturers
169(9)
Feedback at Undergraduate Level
169(3)
Feedback at Postgraduate Level
172(5)
The Practical Dimension
177(1)
Methodological Issues in Researching Argumentation
178(15)
What Counts as Evidence?
178(1)
Existing Evidence
179(3)
New Evidence
182(3)
Questions to Ask Regarding `Evidence': A Provisional Checklist
185(2)
What Kinds of Methods can be Used to Investigate Argumentation?
187(3)
Argumentation and Scientific Method
190(2)
The Practical Dimension
192(1)
Conclusion and a Way Forward in Argumentation Studies in Education
193(27)
Introduction
193(1)
Looking Back
194(2)
The Distinctiveness of the English Argumentational Tradition at Postgraduate Level
196(2)
What are the Principles of Argumentation as Manifested in Postgraduate Student Writing?
198(1)
Four Dissertations
199(4)
Argument in Engineering: The Case of a Dissertation
203(3)
The Critical Dimension
206(4)
Interim Conclusion
210(8)
Further Discussion
218(2)
References and Bibliography 220(7)
Index 227
Richard Andrews has ten years of experience teaching English, Drama, and English as a Second Language in schools in Yorkshire, London and Hong Kong. Since then, he has worked on initial and continuing teacher education at the universities of Hull, Middlesex (London), York, the Institute of Education (London) and New York University. He is the author and editor of a number of books on argument, including Narrative and Argument (Open University Press, 1989), Teaching and Learning Argument (Cassell, 1995) and, with Sally Mitchell, Essays in Argument (Middlesex University Press, 2000) and an edited collection of academic essays, Learning to Argue in Higher Education (Heinemann/Boynton-Cook, 2001). His research interests are in argumentation (verbal and visual), visual literacys and e-learning. He continues to run workshops and courses for teachers and students: most recently Dramatic Activities in the English Classroom and Educational Linguistics at NYU, and Argumentation and Education at The University of York.
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