Written argumentation

Sin Ling Jenny CHUNG

Research output: Contribution to conferencePapers

Abstract

The study of argumentation in education is relatively new, having developed as a field of study in its own right only since the 1980's. For me, argumentation is about the justification and communication of one's claims to have a sound case, opinion or judgement. This paper reviews some of the major frameworks in the literature, and discusses a study involving a comparison of the quality of the written arguments of bilingual university students when writing in Chinese and in English. The research employs case studies, using qualitative methodology, although some quantitative analyses of the results are employed as relevant. The study found clear differences among the work of different students, with a tendency for English written argumentation to be structured in a more direct and explicit manner than arguments in Chinese.
Original languageEnglish
Publication statusPublished - Sept 2001
EventEuropean Conference on Educational Research (ECER) 2001 - Université Charles de Gaulle, Lille, France
Duration: 05 Sept 200108 Sept 2001
https://eera-ecer.de/previous-ecers/ecer-2001-lille/

Conference

ConferenceEuropean Conference on Educational Research (ECER) 2001
Abbreviated titleECER 2001
Country/TerritoryFrance
CityLille
Period05/09/0108/09/01
Internet address

Citation

Chung, J. S. L. (2001, September). Written argumentation. Paper presented at European Conference on Educational Research (ECER) 2001, Université Charles de Gaulle, Lille, France.

Keywords

  • Theory and Practice of Teaching and Learning

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