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Teaching Argumentation to University Students
https://doi.org/10.34577/00005010
https://doi.org/10.34577/0000501006a51ece-9f17-47fa-86e3-9bc36bb4c32c
| 名前 / ファイル | ライセンス | アクション |
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Teaching Argumentation to University Students (178.4 kB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||
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| 公開日 | 2022-02-14 | |||||
| タイトル | ||||||
| タイトル | Teaching Argumentation to University Students | |||||
| 言語 | en | |||||
| タイトル | ||||||
| タイトル | Teaching Argumentation to University Students | |||||
| 言語 | en | |||||
| 資源タイプ | ||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||
| 資源タイプ | departmental bulletin paper | |||||
| ID登録 | ||||||
| ID登録 | 10.34577/00005010 | |||||
| ID登録タイプ | JaLC | |||||
| アクセス権 | ||||||
| アクセス権 | open access | |||||
| アクセス権URI | http://purl.org/coar/access_right/c_abf2 | |||||
| 著者 |
Evans, Simon
× Evans, Simon× Edwards, Susan |
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| 抄録 | ||||||
| 内容記述タイプ | Abstract | |||||
| 内容記述 | Analysis of the Academic Reading and Writing Stream 3 (ARW3) syllabus in the English for Liberal Arts (ELA) programme at International Christian University (ICU) in Tokyo, Japan, reveals three shortcomings in how argumentation is taught. First, the syllabus needs to distinguish between two main types of argumentation: formal and informal. Second, constructing and evaluating arguments should be treated as a set of skills rather than as a specific topic. Third, the syllabus needs to acknowledge the importance of counter-arguments. To address these specific issues, a Critical Questions Framework is proposed. Students should apply the framework to develop critical thinking dispositions towards what they read and what they write. |
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| 言語 | en | |||||
| 書誌情報 |
ja : 語学研究 en : ICU Language Research Bulletin 巻 36, p. 1-8, 発行日 2021-01-01 |
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| 出版者 | ||||||
| 出版者 | 国際基督教大学 | |||||
| 言語 | ja | |||||
| ISSN | ||||||
| 収録物識別子タイプ | ISSN | |||||
| 収録物識別子 | 09133615 | |||||
