Influence of Oral Discussion on Written Argument

“However, some complex features might also transfer from spoken to written language, as Collaborative Reasoning studies demonstrate (Reznitskaya et al., 2001).”

“They report positive transfer to the quality of students' written arguments (Reznitskaya et al., 2006).”

“Despite differences across the purposes and goals of various approaches, evidence suggests that discussions about and around text have the potential to increase student comprehension, metacognition, critical thinking, and reasoning, as well as students’ ability to state and support arguments (e.g., Bird, 1984; Reznits…”

“Argument has been a goal across a variety of domains (Voss & Van Dyke, 2001) including language arts (Reznitskaya & Anderson, 2002; Reznitskaya et al., 2001), economics (Cho & Jonassen, 2002), mathematics (Cobb, 2002), debate (D.”

“Indeed, an increasing body of research has shown that when argumentation activities become an integral part of the classroom experience, students can become quite capable in argumentation on similar and new topics (e.g., Frijters, ten Dam, & Rijlaarsdam, 2008; Iordanou, 2010; Kuhn & Crowell, 2011; Kuhn, Goh, Iordanou,…”

“In an experimental study, fifth graders engaged in collaborative reasoning in small groups over a five-week period on issues portrayed in stories in which, fostered by teacher coaching, students challenged each others’ claims and formulated counterarguments (Reznitskaya et al., 2001).”

“…and argumentation about text (e.g., Murphy et al., 2009), enhanced quality of post-intervention argumentative writing (Applebee et al., 2003; Reznitskaya et al., 2001), as well as deeper conceptual understanding of disciplinary concepts and principles (e.g., Asterhan & Schwarz, 2007; Chinn,…”

“Collaborative reasoning strategies include prompting students for their position and reasoning; demonstrating thinking processes by thinking aloud; challenging students with countering ideas; acknowledging good reasoning; summing up what other students have said; and using vocabulary of critical and reflective thinkin…”

“First, we wanted to encourage the teachers to produce a complex and well-reasoned argument and the available literature suggests that people tend to produce written arguments that are more comprehensive than spoken ones (Erkens, Kanselaar, Prangsma, & Jaspers, 2003; Reznitskaya et al., 2001).”

“be modified as new disconfirming data are generated. This shift is illustrated by the four goals of Duschl, Schweingruber, and Shouse (2007) for becoming proficient in science:”

“The broader implication is that argumentation must be understood and studied as a social practice and not only as a skill residing within individuals (Resnick & Nelson-LeGall, 1997; Reznitskaya et al., 2001; Ryu & Sandoval, 2012).”

“The underlying premise of their research was that ‘reasoning is fundamentally dialogical and, hence, the development of reasoning is best nurtured in supportive dialogical settings such as group discussion’ [Rheznitskaya et al., 2001, p. 155].”

“Contrary to this claim, the possibility of a positive transfer from oral to written argumentation has been supported in empirical studies (Kuhn et al., 1997; Reznitskaya et al., 2001).”

“Four studies were conducted to investigate the transfer potential of dialogic discussions, employing the same posttest-only quasi-experimental design (Dong, Anderson, Kim, & Li, 2008; Kim, 2001; Reznitskaya, Anderson, & Kuo, 2007; Reznitskaya et al., 2001).”

“…Anderson and colleagues (Dong, Anderson, Kim, & Li, 2008) suggests that critical dialogue is important so that students internalize argument schemata as part of their self-talk and self-regulatory processes (for empirical support, see Reznitskaya, Anderson, & Kuo, 2007; Reznitskaya et al., 2001).”

“, Kuhn, 1991; Toulmin, 1958), often represented materially as an external representation (Toth, Suthers, & Lesgold, 2002), and explicitly taught to students (Chin & Osborne, 2010). In the learning sciences literature, the dominant schema for analyzing argumentation and providing instruction has been the Toulmin model…”

“The developmental parallels observed across the dialogic and nondialogic contexts strengthen the present findings, but they also strengthen the claim of a close connection between the two forms of argument; dialogic and non-dialogic (Billig, 1987; Kuhn, 1991; Reznitskaya, Anderson, McNurlen, Nguyen-Jahiel, Archodidou,…”

“and collaboratively reason about the course content positively impacts their learning (Andriessen 2006; Andriessen et al. 2003; Reznitskaya et al. 2001).”

“Results from three studies, involving 16 different classrooms, show that children who have experienced CR write essays that contain significantly more acceptable arguments, counterarguments, rebuttals, and uses of formal argument devices than matched children who have not experienced CR (Kim et al., 2002; Reznitskaya…”

“…that after experiencing Collaborative Reasoning, children write reflective essays that include explicit reference to text information, incorporating phrases such as ‘‘In the story, it says [evidence],’’ while comparable control children almost never do (Kim et al., 2009; Reznitskaya et al., 2001).”

“There is a small but growing body of evidence that links the quality and depth of students oral arguments during small-group discussions to learning outcomes in science (Alexopoulou & Driver, 1996; Chinn, O Donnell, & Jinks, 2000) and writing (Reznitskaya et al., 2001).”

“Similarly, debate and discussion before writing improves students’ written argumentation (Reznitskaya et al., 2001; Hidi, Berndorff, & Ainley, 2002).”

“The work of Anderson and colleagues (Anderson et al., 2001; Reznitskaya et al., 2001) and, following them, Nussbaum (2003) is an exception in examining naturally occurring discourse in small groups of elementary-school-age children and seeking to identify the roots ofmore sophisticated argumentation skills as they eme…”

“Finally, Reznitskaya et al. (2001) found that discussion by high school students promoted individual reasoning in writing persuasive essays.”

“(e.g., Erkens, Prangsma, Jaspers, & Kanselaar, 2002; Reznitkskaya et al., 2001; Schwarz, Neuman, Gil, & Ilya, 2003).”

“…and writing as learning tools for the development of knowledge together in one event (e.g., group concept mapping, whiteboard discussion) (e.g., diSessa, Hammer, Sherin, & Kolpakowski, 1991; Englert, Raphael, & Anderson, 1992; Mercer, Warwick, Kershner, & Staarman, 2010; Reznitskaya et al., 2001).”

“Despite the methodological difficulties (see Erduran, this book) that this analysis carries, there are several studies that show the benefits of participation in social dialogic argumentation in students’ individual arguments, thanks to the externalization that discursive practices require (Felton, 2004; Pontecorvo &…”

“As we reported in a companion article (Reznitskaya et al., 2001), children in the present study who engaged in CR wrote essays that contained significantly more satisfactory arguments, counter arguments, rebuttals, uses of text evidence, and uses of formal argument devices than comparable children…”

“…verbal interactions for individual development of reasoning (Mercer, Wegerif, & Dawes, 1999), argumentation skills (Kuhn, Shaw, & Felton, 1997; Reznitskaya et al., 2001; Schwarz, Neuman, Gil, & Ilya, 2003), collaboration (Tolmie et al., 2010), and understanding of complex academic content…”

“…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).”

“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…”

“According to Reznitskya et al. (2001), most American students do not understand argumentative discourse.”

“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).”

“…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).”

“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,…”

“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…”

“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…”

“…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).”

“…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).”

“Fawzia [32] found that “pedagogical factors like the course, topic, lecturer and”

“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).”

“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).”

“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).”

“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.”

“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).”

“● 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.”

“…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;…”

“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.”

“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).”

“(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).”

“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).”