Applying Argumentation Analysis to Assess the Quality of University Oceanography Students' Scientific Writing
Allison Y. Takao, William A. Prothero, Gregory J. Kelly January 2002 Journal of Geoscience Education v50 n1 p40-48

This article from the Journal of Geoscience Education describes a study which examined 24 student papers from an introductory oceanography class and analyzed the quality of their written arguments. The article discusses ways of using argumentation to help students understand how to tie data to theoretical assertions and to provide ways for students and teachers to assess the uses of evidence in scientific writing. Included is an argumentation analysis model that describes argument structure according to epistemic levels.


Full Text of the article is available online.

This resource is referenced here:
Subject: Education:Assessment:Written Report, Peer Assessment, Education:Assessment
Resource Type: Pedagogic Resources:Research Results, Journal Article
Grade Level: College Lower (13-14)
Topics: Education:Assessment:Written Report, Peer Assessment, Education:AssessmentKeywords: educational technology, instruction