Influence of Oral Discussion on Written Argument
Abstract
This article examines the effects of participation in oral argumentation on the development of individual reasoning as expressed in persuasive essays. Engagement in oral argumentation is the essential feature of a classroom discussion method called collaborative reasoning. A premise of this method is that reasoning is fundamentally dialogical and, hence, the development of reasoning is best nurtured in supportive dialogical settings such as group discussion. Students from 3 classrooms participated in collaborative reasoning discussions for a period of 5 weeks. Then, these students and students from 3 comparable classrooms who had not engaged in collaborative reasoning wrote persuasive essays. The essays of collaborative reasoning students contained a significantly greater number of relevant arguments, counter-arguments, rebuttals, formal argument devices, and uses of text information.
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Changes in oral argumentation skills transfer to written performance.
“Changes in oral argumentation skills have been shown to transfer to written performance (Felton et al., 2009;Reznitskaya et al., 2001).”
From Teaching argumentative synthesis writing through deliberative dialogues: instructional practices in secondary education (2021) · cites this paper as Reznitskaya et al., 2001
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BackgroundCan teachers implement a student-centered dialogical argumentation method across the curriculum?
Rapanta, C. (2021) · Teaching and Teacher Education · doi:10.1016/j.tate.2021.103404 · Cited by 97 · see citing works
“…terrain in recent years as a learning method, shown to lead to significant improvements in students’ oral and written communication, and critical thinking (Chen, Hand, & Park, 2016; Crowell & Kuhn, 2014; Kuhn & Crowell, 2011; Reznitskaya et al., 2001; Venville & Dawson, 2010; Zohar & Nemet, 2002).”
BackgroundMethodResultDeveloping Argument Skills Across Scientific and Social Domains
Iordanou, K. (2010) · Journal of Cognition and Development · doi:10.1080/15248372.2010.485335 · Cited by 80 · see citing works
“The present findings in the social domain are consistent with findings of previous cross-sectional (Felton & Kuhn, 2001 ) and experimental studies of developing argumentation skills in the social domain, using similar methods (Felton, 2004 ; Kuhn, Goh, et al, 2008; Kuhn & Udell, 2003 ; Udell, 2007 ) as well as methods…”
ResultCollaborative Reasoning in China and Korea
Dong, T., Anderson, R. C., Kim, I., & Li, Y. (2008) · Reading Research Quarterly · doi:10.1598/rrq.43.4.5 · Cited by 78 · see citing works
Self-citationEngaging and Supporting Problem Solving in Engineering Ethics
Jonassen, D. H., Shen, D., Marra, R. M., Cho, Y., Lo, J., & Lohani, V. K. (2009) · Journal of Engineering Education · doi:10.1002/j.2168-9830.2009.tb01022.x · Cited by 78 · see citing works
“According to Reznitskya et al. (2001), most American students do not understand argumentative discourse.”
BackgroundTeaching for wisdom: what matters is not just what students know, but how they use it
Sternberg, R. J., Reznitskaya, A., & Jarvin, L. (2007) · London Review of Education · doi:10.1080/14748460701440830 · Cited by 76 · see citing works
“Some empirical studies that have investigated the effectiveness of student discussions for the development of dialogical thinking show improvements in students’ ability to resolve illstructured problems following their participation in the discussions (Kuhn et al., 1997; Reznitskaya et al., 2001).”
BackgroundSelf-citationWord Generation Randomized Trial
Lawrence, J. F., Crosson, A. C., Paré-Blagoev, J., & Snow, C. E. (2015) · American Educational Research Journal · doi:10.3102/0002831215579485 · Cited by 76 · see citing works
“…exchanges in which students listen and respond to one another’s ideas and make connections between their own reasoning and that of their peers are particularly important aspects of academically productive classroom discussions (Michaels et al., 2008; Reznitskaya et al., 2001; Wolf et al., 2005).”
BackgroundInfluentialWilkinson, I. A. G., Murphy, P. K., & Binici, S. (2015) · Socializing Intelligence Through Academic Talk and Dialogue · doi:10.3102/978-0-935302-43-1_3 · Cited by 76 · see citing works
English Teacher Candidates Developing Dialogically Organized Instructional Practices
Caughlan, S., Juzwik, M. M., Borsheim-Black, C., Kelly, S., & Fine, J. G. (2013) · Research in the Teaching of English · doi:10.58680/rte201322711 · Cited by 71 · see citing works
Mateos, M., Martín, E., Cuevas, I., Villalón, R., Martínez, I., & González-Lamas, J. (2018) · Cognition and Instruction · doi:10.1080/07370008.2018.1425300 · Cited by 70 · see citing works
“As prior research has demonstrated, collaborative argumentation can enhance dialogue between the different sides of an issue, promote greater exploration and elaboration of arguments, and lead to a deeper understanding of controversial topics (Baker, 1999; Baker, Quignard, Lund, & Séjourné, 2003; GarcíaMila, Gilabert,…”
BackgroundThe effects of in-class debates on argumentation skills in second language education
el Majidi, A., Janssen, D., & de Graaff, R. (2021) · System · doi:10.1016/j.system.2021.102576 · Cited by 67 · see citing works
Deane, P., & Yi, S. (2014) · Psicologí a Educativa · doi:10.1016/j.pse.2014.10.001 · Cited by 66 · see citing works
From Dialogue to Two-Sided Argument: Scaffolding Adolescents' Persuasive Writing.
Felton, M. K., & Herko, S. (2004) · Journal of Adolescent & Adult Literacy · Cited by 64 · see citing works
Less is more: Teachers’ influence during peer collaboration.
Lin, T., Jadallah, M., Anderson, R. C., Baker, A. R., Nguyen‐Jahiel, K., Kim, I., Kuo, L. J., Miller, B., Dong, T., & Wu, X. (2014) · Journal of Educational Psychology · doi:10.1037/a0037758 · Cited by 63 · see citing works
Self-citationPutting the pieces together: Online argumentation vee diagrams enhance thinking during discussions
Nussbaum, E. M., Winsor, D. L., Aqui, Y. M., & Poliquin, A. (2007) · International Journal of Computer-Supported Collaborative Learning · doi:10.1007/s11412-007-9025-1 · Cited by 60 · see citing works
Language-rich discussions for English language learners
Zhang, J., Anderson, R. C., & Nguyen‐Jahiel, K. (2013) · International Journal of Educational Research · doi:10.1016/j.ijer.2012.12.003 · Cited by 58 · see citing works
Self-citationPersonality Interactions and Scaffolding in On-Line Discussions
Nussbaum, E. M., Hartley, K., Sinatra, G. M., Reynolds, R. E., & Bendixen, L. D. (2004) · Journal of Educational Computing Research · doi:10.2190/h8p4-qjuf-jxme-6jd8 · Cited by 57 · see citing works
“There is a small but growing body of evidence that links argumentation variables to learning outcomes (Alexopoulou & Driver, 1996; Baker, 2003; Bell & Linn, 2000; Chinn, O’Donnell, & Jinks, 2000; Coleman, 1998; Schwarz, Neuman, & Biezuner, 2000; Teichert & Stacy, 2002; Tien, Roth, & Kampmeier, 2002; Webb, 1995), impro…”
Taylor, K. S., Lawrence, J. F., Connor, C. M., & Snow, C. E. (2018) · Reading and Writing · doi:10.1007/s11145-018-9898-6 · Cited by 54 · see citing works
“Although our study did not assess the classroom discourse during the Word Generation activities, this finding supports the application of the Argument Schema Theory (Reznitskaya et al., 2001; Reznitskaya & Anderson, 2002) as a useful theoretical foundation for moving forward with this line of research which investigat…”
BackgroundResultInfluentialAndriessen, J. E. B., & Baker, M. J. (2014) · Cambridge University Press eBooks · doi:10.1017/cbo9781139519526.027 · Cited by 54 · see citing works
Measuring argumentative reasoning: What's behind the numbers?
Reznitskaya, A., Kuo, L., Glina, M. B., & Anderson, R. C. (2008) · Learning and Individual Differences · doi:10.1016/j.lindif.2008.11.001 · Cited by 53 · see citing works
Self-citationImproving Children’s Competence as Decision Makers
Xin, Z., Anderson, R. C., Morris, J. A., Miller, B., Nguyen‐Jahiel, K., Lin, T., Zhang, J., Jadallah, M., Scott, T., Sun, J., et al. (2015) · American Educational Research Journal · doi:10.3102/0002831215618663 · Cited by 53 · see citing works
“…skills of argument (e.g., Dong, Anderson, Kim, & Li, 2008; Dong, Anderson, Lin, & Wu, 2009; Kim, Anderson, Miller, Jeong, & Swim, 2011; Kuhn & Udell, 2003; Reznitskaya et al., 2001), and nonverbal reasoning (e.g., Mercer, 1996; Mercer, Dawes, Wegerif, & Sams, 2004; Wegerif, Mercer, & Dawes, 1999).”
BackgroundResultInfluentialSelf-citationArgument relevance and structure. Assessing and developing students’ uses of evidence
Macagno, F. (2016) · International Journal of Educational Research · doi:10.1016/j.ijer.2016.07.002 · Cited by 53 · see citing works
From Cognitive-Domain Theory to Assessment Practice
Bennett, R. E., Deane, P., & van Rijn, P. W. (2016) · Educational Psychologist · doi:10.1080/00461520.2016.1141683 · Cited by 51 · see citing works
Hsu, P.-S., Dyke, M. V., Chen, Y., & Smith, T. J. (2014) · Journal of Computer Assisted Learning · doi:10.1111/jcal.12080 · Cited by 49 · see citing works
Cognitive load of critical thinking strategies
Shehab, H. M., & Nussbaum, E. M. (2014) · Learning and Instruction · doi:10.1016/j.learninstruc.2014.09.004 · Cited by 50 · see citing works
“…between argumentation and thinking are articulated in the work of the Russian psychologist, Vygotsky (1896-1939), who claims that forms of discourse such as argumentative talk become forms of thinking (Anderson et al., 2001; Kuhn, 1992; Reznitskaya et al., 2001; Schwarz, Neuman & Biezuner, 2000).”
BackgroundFactors behind Classroom Participation of Secondary School Students (A Gender Based Analysis)
Aziz, F., Quraishi, U., & Kazi, A. S. (2018) · Universal Journal of Educational Research · doi:10.13189/ujer.2018.060201 · Cited by 49 · see citing works
“Fawzia [32] found that “pedagogical factors like the course, topic, lecturer and”
BackgroundLarrain, A., Freire, P., López, P., & Grau, V. (2019) · Cognition and Instruction · doi:10.1080/07370008.2019.1627360 · Cited by 60 · see citing works
The Effects of Team-Based Learning on Social Studies Knowledge Acquisition in High School
Wanzek, J., Vaughn, S. R., Kent, S. C., Swanson, E. A., Roberts, G., Haynes, M., Fall, A., Stillman‐Spisak, S. J., & Solis, M. R. (2014) · Journal of Research on Educational Effectiveness · doi:10.1080/19345747.2013.836765 · Cited by 47 · see citing works
“approaches are part of instruction, including improvements in argumentation (Goldberg, Schwarz, & Porat, 2011; Kuhn & Crowell, 2011; Reznitskaya et al., 2001) and critical reasoning skills (Chinn, Anderson, & Waggoner, 2001; Gillies & Khan, 2009).”
BackgroundComparing Student Experiences with Story Discussions in Dialogic Versus Traditional Settings
Reznitskaya, A., & Glina, M. B. (2012) · The Journal of Educational Research · doi:10.1080/00220671.2012.658458 · Cited by 48 · see citing works
“In addition, they analyzed individual learning gains resulting from student engagement in dialogic discussions (e.g., Kuhn, Shaw, & Felton, 1997; Morehouse & Williams, 1998; Murphy et al., 2009; Reznitskaya et al., 2001; Shipman, 1979).”
BackgroundSelf-citationGODLEY, A. J., & Escher, A. (2012) · Journal of Adolescent & Adult Literacy · doi:10.1002/jaal.00085 · Cited by 45 · see citing works
“Engagement in rich, student-centered discussions, conducted in either SE or AAVE, has been shown to have positive effects on students’ academic reasoning and literacy (Horowitz, 2007; Lee, 2006; Reznitskaya et al., 2001).”
BackgroundVillarroel, C., Felton, M., & Garcia-Mila, M. (2016) · International Journal of Educational Research · doi:10.1016/j.ijer.2016.06.009 · Cited by 44 · see citing works
Effects of collaborative small-group discussions on early adolescents’ social reasoning
Lin, T., Ha, S. Y., Li, W.-T., Chiu, Y., Hong, Y.-R., & Tsai, C. (2019) · Reading and Writing · doi:10.1007/s11145-019-09946-7 · Cited by 44 · see citing works
Deane, P., & Yi, S. (2015) · ETS Research Report Series · doi:10.1002/ets2.12079 · Cited by 42 · see citing works
“This understanding is consistent with the literature on the acquisition of argumentation skills (Goldstein, Crowell, & Kuhn, 2009; Kuhn & Udell, 2007; Reznitskaya et al., 2001), which suggests that embedding argumentation in a dialogic context facilitates the development of written argument.”
BackgroundResultExploring the relationship between dialogic teacher talk and students’ persuasive writing
Al‐Adeimi, S., & O’Connor, M. C. (2020) · Learning and Instruction · doi:10.1016/j.learninstruc.2020.101388 · Cited by 41 · see citing works
Enhancing the Quality of On-Line Discussions
Nussbaum, E. M., Hartley, K., Sinatra, G. M., Reynolds, R. E., & Bendixen, L. D. (2002) · American Educational Research Association Annual Meeting · Cited by 41 · see citing works
Teaching Students to Make Wise Judgments: The “Teaching for Wisdom” Program
Reznitskaya, A., & Sternberg, R. J. (2004) · doi:10.1002/9780470939338.ch11 · Cited by 41 · see citing works
Self-citationHaro, A. V., Noroozi, O., Biemans, H. J. A., & Mulder, M. (2019) · Technology Pedagogy and Education · doi:10.1080/1475939x.2019.1612772 · Cited by 39 · see citing works
“The second approach strives not only to foster conceptual understanding and learning, i.e. arguing-to-learn, but also foster learning of argumentation, i.e. learning-to-argue (Kelly, Druker, & Chen, 1998; Kuhn, 2005; Osborne, Erduran, & Simon, 2004; Reznitskaya et al., 2001).”
BackgroundAndrews, R., Torgerson, C. J., Low, G. D., & McGuinn, N. (2009) · Cambridge Journal of Education · doi:10.1080/03057640903103751 · Cited by 37 · see citing works
“● Explicit and very clear explanations for students of the processes to be learned, though there is a suggestion in Reznitskaya et al. (2001) that these are less important than peer discussion.”
BackgroundClassroom Talk as Writing Instruction for Learning to Make Writing Moves in Literary Arguments
VanDerHeide, J. (2017) · Reading Research Quarterly · doi:10.1002/rrq.196 · Cited by 38 · see citing works
Effects of teacher framing on student engagement during collaborative reasoning discussions
Baker, A. R., Lin, T., Chen, J., Paul, N., Anderson, R. C., & Nguyen‐Jahiel, K. (2017) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2017.08.007 · Cited by 36 · see citing works
“…by taking positions, generating reasons and evidence, and considering multiple perspectives, has been shown to improve students’ reasoning skills (Reznitskaya et al., 2001) and content learning (Schwartz, 2009), as well as student interest and motivation to learn (e.g., Hänze & Berger, 2007;…”
BackgroundSelf-citationShaping classroom social experiences through collaborative small‐group discussions
Lin, T., Kraatz, E., Ha, S. Y., Hsieh, M., Glassman, M., Nagpal, M., Sallade, R., & Shin, S. (2022) · British Journal of Educational Psychology · doi:10.1111/bjep.12442 · Cited by 41 · see citing works
Implementing Team-Based Learning in Middle School Social Studies Classes
Wanzek, J., Kent, S. C., Vaughn, S. R., Swanson, E. A., Roberts, G., & Haynes, M. (2015) · The Journal of Educational Research · doi:10.1080/00220671.2014.893224 · Cited by 34 · see citing works
“Similarly, two additional studies (Chinn, Anderson, & Waggoner, 2001; Reznitskaya et al., 2001) examined a discourse-based approach around text in upper elementary language arts instruction.”
BackgroundInstructional discourse and argumentative writing
Morris, J. A., Miller, B., Anderson, R. C., Nguyen‐Jahiel, K., Lin, T., Scott, T., Zhang, J., Sun, J., & Ma, S. (2018) · International Journal of Educational Research · doi:10.1016/j.ijer.2018.03.001 · Cited by 34 · see citing works
Self-citationEnhancing evidence-based argumentation in a Mainland China middle school
Shi, Y. (2019) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2019.101809 · Cited by 35 · see citing works
Developing Argumentation Strategies in Electronic Dialogs: Is Modeling Effective?
Mayweg-Paus, E., Macagno, F., & Kuhn, D. (2015) · Discourse Processes · doi:10.1080/0163853x.2015.1040323 · Cited by 33 · see citing works
“Dialogic argumentation strategies improve when students have the opportunity to engage in sustained exercise of these strategies in supportive environments (Crowell & Kuhn, 2014; Reznitskaya et al., 2001).”
BackgroundLearning About Language Through Inquiry-Based Discussion
Chisholm, J. S., & GODLEY, A. J. (2011) · Journal of Literacy Research · doi:10.1177/1086296x11424200 · Cited by 33 · see citing works
“(Berry & Englert, 2005; McIntyre, Kyle, & Moore, 2006), enhanced writing performance (Nystrand, Gamoran, & Carbonaro, 1998; Reznitskaya et al., 2001), and the increased capacity to critically examine the sociostructural forces affecting students’ everyday lives (Martínez-Roldán, 2003).”
BackgroundReasoning Words as Linguistic Features of Exploratory Talk: Classroom Use and What It Can Tell Us
Boyd, M. P., & Kong, Y. (2015) · Discourse Processes · doi:10.1080/0163853x.2015.1095596 · Cited by 33 · see citing works
Teaching for Wisdom Through History: Infusing Wise Thinking Skills in the School Curriculum
Sternberg, R. J., Jarvin, L., & Reznitskaya, A. (2008) · Springer eBooks · doi:10.1007/978-1-4020-6532-3_3 · Cited by 33 · see citing works
“student discussions for the development of dialogical thinking show improvements in students’ ability to resolve ill-structured problems following their participation in the discussions (Kuhn, Shaw, & Felton, 1997; Reznitskaya et al., 2001).”
BackgroundSelf-citation
- Authors
- Reznitskaya, A., Anderson, R. C., McNurlen, B., Nguyen-Jahiel, K., Archodidou, A., & Kim, S.-Y.
- ORCID
- Reznitskaya, Alina
- Venue
- Discourse Processes
- Publisher
- Informa UK Limited
- Published
- 2001-11
- Volume
- 32
- Issue
- 2-3
- Pages
- 155-175
- ISSN
- 0163-853X (ISSN-L)
- 1532-6950
- OpenAlex
- W2062614287
- Cited by
- 271
- References
- 45
- Citations by year
- 2026: 3 · 2025: 3 · 2024: 8 · 2023: 6 · 2022: 11 · 2021: 19 · 2020: 14 · 2019: 21 · 2018: 11 · 2017: 9 · 2016: 26 · 2015: 18 · 2014: 18 · 2013: 15 · 2012: 12
- FWCI
- 6.07
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Discourse Processes (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational Strategies and Epistemologies
- Social Sciences › Arts and Humanities › Literature and Literary Theory › Linguistics and Education Research
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Keywords
- oral argumentation, collaborative reasoning, argumentative writing, argumentation, dialogical reasoning, classroom discussion, counterargument, rebuttal, writing development
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