Argumentation in Higher Education

Richard Andrews has ten years of experience teaching English, Drama, and English as a Second Language in schools in Yorkshire, London and Hong Kong. Since then, he has worked on initial and continuing teacher education at the universities of Hull, Middlesex (London), York, the Institute of Education (London) and New York University. He is the author and editor of a number of books on argument, including Narrative and Argument (Open University Press, 1989), Teaching and Learning Argument (Cassell, 1995) and, with Sally Mitchell, Essays in Argument (Middlesex University Press, 2000) and an edited collection of academic essays, Learning to Argue in Higher Education (Heinemann/Boynton-Cook, 2001). His research interests are in argumentation (verbal and visual), visual literacy’s and e-learning. He continues to run workshops and courses for teachers and students: most recently ‘Dramatic Activities in the English Classroom’ and ‘Educational Linguistics’ at NYU, and ‘Argumentation and Education’ at The University of York.

Illustrations

Acknowledgements

1. Why Argument?

2. The Current State of Argumentation in Higher Education

3. Generic Skills in Argumentation

4. Discipline-Specific Skills in Argumentation

5. The Balance Between Generic and Discipline-Specific Skills

6. Information and Communication Technologies, Multimodality and Argumentation

7. Further Evidence from Research

8. Students’ Views on Argumentation

9. Students’ Essays and Reports in a Range of Disciplines

10. The Significance of Feedback from Lecturers

11. Methodological Issues in Researching Argumentation

12. Conclusion and a Way Forward in Argumentation Studies in Education

References and Bibliography

Index