Research
1. Nussbaum, E. M., & Schraw, G. (2017). Promoting argument-counterargument integration in students' writing. The Journal of Experimental Education, 76(1), 59–92. Retrieved from https://doi.org/10.3200/JEXE.76.1.59-92
Summary: This study provides instructional strategies to improve the students' ability to construct an argument for or against a position. A graphic organizer is suggested as a means to identify the argument and counterargument before developing a final conclusion. Although the participants in this study were undergraduates, the practical application of the strategy is consistent with lower grades. The process also increased the students' reasoning and ability to create rebuttals.
2. Composition Writing Studio. Argumentative essay/commentary. University of Purdue’s Online Writing Lab. Retrieved from https://owl.english.purdue.edu/owl/resource/685/05/
Summary: This online resource offers a complete overview of the writing processes and the components involved in each. The overview includes definition of terms, examples, graphs and charts as appropriate, and additional resources.
3. Jonassen, D. H., & Kim. B. (2009). Arguing to learn and learning to argue: Design justification and guidelines. Education Technology Research and Development, 58(4), 439–457. doi:10.1007/s11423-009-9143-8
Summary: This study suggests that students who experience meaningful learning are also deeply engaged in the learning process. The study focuses on argumentative writing. Jonassen and Kim consider critical thinking as a way to facilitate conceptual change and problem solving. In fact, critical thinking is fundamental to learning how to argue effectively. The study also examines what occurs when a student is unsuccessful in persuading an audience or presenting an argument. The report provides ways to evaluate the arguments for quality.