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Direct linkBackman, Ylva; Reznitskaya, Alina; Gardelli, Viktor; Wilkinson, Ian A. G. – Written Communication, 2023
Current approaches used in educational research and practice to evaluate the quality of written arguments often rely on structural analysis. In such assessments, credit is awarded for the presence of structural elements of an argument, such as claims, evidence, and rebuttals. In this article, we discuss limitations of such approaches, including…
Descriptors: Writing Evaluation, Models, Persuasive Discourse, Evaluation Methods
Peer reviewedCrammond, Joanna G. – Written Communication, 1998
Investigates differences among student writers at three grade levels (6, 8, 10) and between expert writers and students in terms of the uses and complexity of arguments presented in persuasive texts. Develops a model that could account for structural variations across a range of writing to analyze argument. Reveals that argument was the…
Descriptors: Content Analysis, Grade 10, Grade 6, Grade 8
Lunsford, Karen J. – Written Communication, 2002
Although Toulmin models of argumentation are pervasive in composition textbooks, research on the model's use in writing classrooms has been scarce--typically limited to evaluating how students' essays align with the model's elements (claim, data, warrant, qualifier, rebuttal, backing) construed as objective standards. That approach discounts…
Descriptors: Writing (Composition), Writing Assignments, Teaching Methods, Persuasive Discourse
