Cognitive miserliness in argument literacy? Effects of intuitive and analytic thinking on recognizing fallacies

Peer reviewe

The Dimensions of Argumentative Texts and Their Assessment

The definition and the assessment of the quality of argumentative texts has become an increasingly crucial issue in education, classroom discourse, and argumentation theory. The different methods developed and used in the literature are all characterized by specific perspectives that fail to capture the complexity of the subject matter, which remains ill-defined and not systematically investigated. This paper addresses this problem by building on the four main dimensions of argument quality resulting from the definition of argument and the literature in classroom discourse: dialogicity, accountability, relevance, and textuality (DART). We use and develop the insights from the literature in education and argumentation by integrating the frameworks that capture both the textual and the argumentative nature of argumentative texts. This theoretical background will be used to propose a method for translating the DART dimensions into specific and clear proxies and evaluation criteria

Literacy as Self-Improvement as Experienced by Louisa Clark in Jojo Moyes’s Me Before You (2013)

Literacy is one of the important things in life. It is the capability to use written, printed, or oral materials of social life to achieve goals and expand Knowledge or possibilities. This study focuses on Literacy as self-improvement depicted as experienced by Louisa Clark, and the reasons behind it. Data are in the form of citations taken from Jojo Moyes's Me Before You (2013). The steps to collect data are; to read repeatedly (Moyes, 2013), then collect data by citation the dialogues. Thus the study provides analysis and conclusions. This study uses New Literacy Studies by (T. Williams & A. Zenger, 2007) that point out that Literacy is important for personal transformation leading to self-improvement, which explains that the material conditions of life are improving Knowledge, language skills, and finances. In short, the result of this study established that Louisa Clark experienced Literacy as self-improvement in 3 aspects: Knowledge, language skills such as reading and speaking, and finances. Louisa also has several reasons leading to self-improvement, including; reasons for competing of employment opportunities and reasons for competing of career advancement supported by (Gee, 1992).&nbsp

Responding to Diversity with More Than Simple Lip-Service

Using contentious topics like those addressed in Joe Limer’s poem “White Hollywood” as catalysts for sparking conversations on complex social issues has potential to raise social consciousness and to support collaborative conversation. Miller’s GREEN APPLE acronym guides teachers and learners in honoring diversity and nurturing social justice. In critical race theory fashion, GREEN APPLE questions enable students of all races and ethnicities to have informed, productive conversations about the forces that have shaped, and continue to shape, the society in which they live

Expert Teacher Contributions to Argumentation Quality During Inquiry Dialogue

The purpose of this study was to examine how expert teachers facilitate inquiry dialogue to contribute to argumentation quality during group discussions in elementary school classrooms. “Argument Literacy,” or the ability to comprehend and formulate arguments, is an important learning outcome identified by the recent Common Core State Standards. Given the value placed on argument skills, we need to know how teachers can support the development of argumentation in their students. This study examined the facilitation of three expert teachers as it related to the quality of argumentation generated by fifth-grade students engaging in inquiry dialogue. To do this, I analyzed six discussion transcripts from three teachers and conducted follow-up interviews with each teacher. First, I used the transcripts to track the development of student-generated argument threads, or sequences of argument features evoked to respond to a contestable question. After isolating each thread, I developed a record of teacher moves during the same discussion. I analyzed the relationship between the teacher moves and argument threads to explore how teacher moves related to argumentation quality. Following the identification of teacher moves, I interviewed teachers to explore their underlying beliefs concerning facilitation and how those related to specific facilitative interventions. The findings from the analysis of transcripts suggest that the use of argument threads can enhance existing frameworks for assessing argumentation quality. The use of thread length provided a more nuanced and contextually sensitive picture of quality and helped highlight teacher moves related to quality. The findings also revealed a set of seven commonly used moves that teachers use to support student argumentation. These moves generally focus on clarifying the process of the inquiry and the content of student statements. Teacher interviews offered additional insights into the underlying beliefs and principles that guided the teacher’s strategic use of moves. I identified three guiding principles, common among the teachers. These principles were shown to align with the more general teacher beliefs about inquiry dialogue and the role of argumentation. Finally, I explored the possible influences of the teachers’ background knowledge on their facilitation and discussed implications for future research and teacher professional development

Trekking the Educator Track at a Research-Intensive University: Five Accounts of Different Career Levels

In this paper, we offer personal accounts along the Educator Track from Instructor to Associate Professor as members of an English Language Centre at a leading research-intensive university in Asia. The Educator Track is a career pathway growing in significance and status and now boasts a full professorial grade. Our narratives provide an overview of what we and our institution deem as excellence in scholarly teaching leading to our recent promotions along the track. We also detail some of our identity construction processes as practitioners and how our Scholarship of Teaching and Learning (SoTL) has progressed over our careers. We draw on three frameworks. The first, Kern et al.’s (2015) Dimensions of Activities Related to Teaching, enables us to map what we do. The second, Shulman’s (2005) Habits of Mind, Hand, and Heart, is used to present important elements of how we teach our content and rationalize why we teach it. The last, Quinlan’s (2014) concept of Leadership of Teaching for Student Learning links the Associate Professor role to engagement in the wider community beyond the classroom. We hope that these accounts might help further understanding of what it means to be on the Educator Track at a research-intensive university

Trekking the Educator Track at a Research-Intensive University: Five Accounts of Different Career Levels

In this paper, we offer personal accounts along the Educator Track from Instructor to Associate Professor as members of an English Language Centre at a leading research-intensive university in Asia. The Educator Track is a career pathway growing in significance and status and now boasts a full professorial grade. Our narratives provide an overview of what we and our institution deem as excellence in scholarly teaching leading to our recent promotions along the track. We also detail some of our identity construction processes as practitioners and how our Scholarship of Teaching and Learning (SoTL) has progressed over our careers. We draw on three frameworks. The first, Kern et al.’s (2015) Dimensions of Activities Related to Teaching, enables us to map what we do. The second, Shulman’s (2005) Habits of Mind, Hand, and Heart, is used to present important elements of how we teach our content and rationalize why we teach it. The last, Quinlan’s (2014) concept of Leadership of Teaching for Student Learning links the Associate Professor role to engagement in the wider community beyond the classroom. We hope that these accounts might help further understanding of what it means to be on the Educator Track at a research-intensive university

Argument-Checking:A Critical Pedagogy Approach to Digital Literacy

The digital revolution brought about unprecedented changes in people’s daily lives as well as in techno-scientific contexts. In this paper, we address the problem of information overload people experience in online media, news outlets, and social media. The problem is well-known for its negative influence on the quality of online information, with abundant discussion on the promise of fact-checking and the potential role of censorship and moderation by social media. We instead discuss the issue from the perspective of digital literacy; specifically, we advance the view that our procedure of argument-checking can enhance such literacy, as a form of critical pedagogy, thereby contributing to improving the quality of online information