@article{oai:icu.repo.nii.ac.jp:00005230,
 author = {Evans, Simon and Edwards, Susan},
 journal = {語学研究, ICU Language Research Bulletin},
 month = {Jan},
 note = {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.},
 pages = {1--8},
 title = {Teaching Argumentation to University Students},
 volume = {36},
 year = {2021}
}