Publication Type

Journal Article

Version

acceptedVersion

Publication Date

9-1998

Abstract

This essay describes an instructional study in which students were trained in two key aspects of argumentation, namely, the structural and interpersonal components. The structural aspects were taught and measured in terms of Toulmin's (1958) framework of argument analysis (i.e., the quality of claims, grounds and warrants used). The interpersonal aspects in turn were measured in terms of the creation of a clear persona, audience adaptiveness (the appropriate use of rational and emotional appeals), and stance towards the unique discourse of argumentation. Students performed a pre-instruction writing task, underwent eight weeks of explicit instruction in argumentation, then performed the task again. Findings contrasting pre-and post-test results reveal statistically significant improvement in students' abilities to formulate claims, to offer specific and developed grounds, and to use more reliable warrants. Students also showed improvement in the interpersonal aspects of argument, building better writer credibility, developing fuller rational and emotional appeals, and conveying both sides of an argument in order to resolve the problem at hand.

Discipline

Business | Educational Methods | Higher Education

Research Areas

Corporate Communication

Publication

Journal of Second Language Writing

Volume

7

Issue

3

First Page

287

Last Page

306

ISSN

1060-3743

Identifier

10.1016/s1060-3743(98)90018-2

Publisher

Elsevier

Copyright Owner and License

Authors

Additional URL

https://doi.org/10.1016/s1060-3743(98)90018-2

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