ARGUMENTATIVE PATTERN IN STUDENT EDUCATION WRITING: STEPHEN TOULMIN'S PERSPECTIVE (original) (raw)

Analysis of argument structures: Inquiries into effective writing

The Language Teacher, 2014

In this paper the structural features of argumentative texts (12 essays) generated by Japanese university students attending an English presentation course are analyzed. Toulmin’s model of argument (1958) was used as a measure for analysis of micro-structures (i.e., claim, data, warrants, backings, and rebuttals). The aim of the study is twofold: to identify common substructures used in the arguments; and, based on the results, to investigate implications for teaching argumentative writing. The study reveals that the predominant structure was justificatory argumentation presenting data and data-backings in support of the claim. Only a few students employed warrants and rebuttals in the substructures; three cases and eight cases respectively out of a total of 96 cases. The results indicate that L2 linguistic knowledge and subject-related knowledge play an important role in shaping argument. Two implications for teaching also emerged: firstly, learning and practicing both macro- and m...

Analysis of University Students' Argumentation Writing

Proceedings of the 2017 International Conference on Education and Technology (2017 ICEduTech), 2018

This paper finds the argumentation patterns of Mulawarman University's students in writing that include (a) patterns of consideration in writing arguments (b) dominant patterns in writing arguments and (c) the types of mistakes made in writing arguments. The research used discourse analysis of argumentation of content analysis model. The result of the research shows that the argumentation pattern used by Mulawarman University students is using authority consideration as much as 3.8%, consideration of empirical data as much as 15.4%, rational consideration 55,8%, and use reader's emotional consideration as much as 25%. Thus, dominance used by students in writing arguments is a rational consideration. The type of mistake made by the student is in the use of the spelling of writing in as a greeting and as a front word. Another error is the formation of the word that is as a particle and as a connector. From the research result suggested that there is training of argumentation writing which use various variation of consideration.

Analysis of Students' Problem in Writing Argumentative Texts

2020

Writing is a unique ability that only some people might have. but it is unexpected that everyone also has the same ability to write something. Neither by arguing, although all can submit opinions or ideas about something, many of them are not able or not know how to argue properly and correctly. Aware of this, the author tries to find the constraints and problems experienced by the research subjects when they want to argue, especially through the text of the argumentation. Found that there were problems encountered when writing the argumentation text, it turns out that the obstacles experienced by the subject during the process of writing the argumentation text are very diverse, ranging from reasoning about something to lack of motivation to dare to argue. With the existence of this study we as authors and researchers hope that this research can be a reference for subsequent research and not only limited to that, the hope of the authors of this study can be a reference to the proble...

Argument constructions in argumentative essays by Malaysian tertiary students: a systemic functional approach

2019

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Developing Argumentative Essay Textbook Based on Toulmin’s Model Argumentation (Tma)

2019

Abstract: The purpose of the research is to develop a practical argumentative essay textbook based on Toulmin’s Model Argumentation (TMA) to foster university students’ critical thinking skill (CTS). The research steps are students’ characteristics analysis, teaching materials development, expert validation, try out the product, revisions, and final product. The developed product is argumentative essay textbook based on critical thinking aspects adopting the TMA through writing argumentative essay. The product was designed by adopting the six critical thinking aspects developed by Stephen Toulmin: Claim, Data, Warrant, Backing, Rebuttal (opposition and response to opposition), and Qualifiers. In the product’s completion, the teaching material was categorized as very valid. The product’s attractiveness showed that the teaching material was considered as interesting. Based on the product’s effectiveness component, it can be concluded that the teaching material was effectively used. Ba...

Toulmin Elements In Pakistani Students' Argumentative Writing: A Comparative Analysis

In various academic and professional writing genres, argumentation skills are considered essential. Writing an argument is an integral part of academic writing and indicates the proficiency of a student's language skills. It is more complex than other language skills because writing skills measure one's ability to use language. It is essential that students develop argumentation skills to succeed in academics and their social lives, as these skills are manifestations of higher-order thinking and critical thinking. The present study aimed to investigate argumentation elements in essays written by Pakistani undergraduate students based on the Toulmin model (1958, 2003). The research adopted a quantitative approach. For the selection of essays, a total population sampling was used. The adapted tool for this study is comprised of six elements (claim, data, counterargument claim, counterargument data, rebuttal claim, and rebuttal data). The data were analyzed using descriptive analysis. The data used by the students was correctly cited, and the most frequent type of data was the daily practice in both sectors. The least frequent data type in the public sector were personal experience, laws for women's protection, quotations from scholars, constitutional articles, and laws for women's protection in the private sector. Results revealed that students in both private and public sector universities used all six Toulmin elements when writing argumentative essays. Several pedagogical implications can be drawn from the results of the study. This article stresses the importance of argumentative skills in writing to make students' writing logical and persuasive.

Argument Writing in Academic Written English I

2010

This report presents the results of classroom research designed to measure whether and to what extent instruction on how to write an argument in English resulted in improved ability of university students to write such a genre. Improvement was measured through a pre-test/post-test design. Some problems with such a research design are discussed. The results show that the majority of students improved in their displayed ability to write an argument in English.

The rhetorical patterns of argumentative composition of the English Department students of Widya Mandala Catholic University Surabaya

2008

Writing skill is an important skill because in writing, the students can express their ideas through a composition, and they also need to read a lot in order to be able to produce such a good composition. There are several kinds of composition such as: narrative, descriptive, explanation, and also argumentative composition. In this study, the writer chose the argumentative composition because argument happens every day (White and Billings, 2005: 4). To create a good argumentative composition, a well-organized pattern is needed. There are several types of patterns in constructing a composition, such as Classical Model of Argument, Toulmin Model of Argument, and Rogerian Model of Argument. This study is intended to reveal the rhetorical patterns frequently found in the students’ argumentative compositions of the English Department of Widya Mandala Catholic University Surabaya specifically to the Classical Model of Argument. The writer decided to study about this model of argument sinc...

Analysis of a teacher’s pedagogical arguments using Toulmin’s model and argumentation schemes

Educational Studies in Mathematics, 2016

In this article, we elaborate methodologies to study the argumentation speech of a teacher involved in argumentative activities. The standard tool of analysis of teachers' argumentation concerning pedagogical matters is Toulmin's model. The theory of argumentation schemes offers an alternative perspective on the analysis of arguments. We propose an integrated way of analysis employing Toulmin's model and argumentation scheme, based on Walton's taxonomy. We examine the change of pedagogical argumentation of a teacher that participated in a graduate course that was based on the analysis of hypothetical classroom scenarios on the teaching of calculus in high school. By exhibiting our methodological analysis in a particular case, we show that by adopting two different analytical perspectives, we gain a deeper understanding of the structure and quality of teachers' argumentation on pedagogical matters. The integration of the two qualitative methodologies could help identify several aspects of possible construction of knowledge in argumentative activities.