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Arguing as an academic purpose: The role of asynchronous conferencing in supporting argumentative dialogue in school and university
16 references·7 citing·43 second hop
Arguing as an academic purpose: The role of asynchronous conferencing in supporting argumentative dialogue in school and university (2012)Arguing as an academic purpose: The role …Genre Relations: Mapping Culture (2008)Genre Relations: Mapping Cult…Historical Discourse: The Language of Time, Cause and Evaluation (2007)Historical Discourse: The Lan…The Language of Evaluation: Appraisal in English (2005)The Language of Evaluation: A…Knowledge building in asynchronous discussion groups: Going beyond quantitative analysis (2005)Knowledge building in asynchr…Content analysis schemes to analyze transcripts of online asynchronous discussion groups: A review (2005)Content analysis schemes to a…A framework to analyze argumentative knowledge construction in computer-supported collaborative learning (2005)A framework to analyze argume…Validity in quantitative content analysis (2004)Validity in quantitative cont…TAPping into argumentation: Developments in the application of Toulmin's Argument Pattern for studying science discourse (2004)TAPping into argumentation: D…Reasoning as a scientist: ways of helping children to use language to learn science (2004)Reasoning as a scientist: way…The Uses of Argument (2003)The Uses of ArgumentThe Potential of Argument in Knowledge Building (2000)The Potential of Argument in …Establishing the norms of scientific argumentation in classrooms (2000)Establishing the norms of sci…Content analysis of online discussion in an applied educational psychology course (2000)Content analysis of online di…Dialogic inquiry towards a sociocultural practice and theory of education (1999)Dialogic inquiry towards a so…Analysis of a Global Online Debate and the Development of an Interaction Analysis Model for Examining Social Construction of Knowledge in Computer Conferencing (1997)Analysis of a Global Online D…Influences affecting the development of students' critical thinking skills (1995)Influences affecting the deve…Improving EFL students’ stance-taking in academic writing with SFL-based instruction: A qualitative inquiry (2023)Improving EFL students’ stanc…The progression of collaborative argumentation among English learners: A qualitative study (2021)The progression of collaborat…Linguistic characteristics of online academic forum posts across subregisters, L1 backgrounds, and grades (2021)Linguistic characteristics of…Fostering Stance-Taking as a Sustainable Goal in Developing EFL Students’ Academic Writing Skills: Exploring the Effects of Explicit Instruction on Academic Writing Skills and Stance Deployment (2021)Fostering Stance-Taking as a …Improving argumentation through student blogs (2016)Improving argumentation throu…Peeling the onion – A textual model of critical analysis (2015)Peeling the onion – A textual…Chapter 5. 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(1984)Content analysis: What are they talking about? (2005)Technology in Support of Collaborative Learning (2007)Professional identity creation: Examining the development of beginning preservice teachers' understanding of their work as teachers (2009)Content Analysis: An Introduction to Its Methodology (2019)The psychology of interpersonal relations. 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this work references cited by second hop

References

  • 2003The Uses of Argument7,099 cited
  • 2005The Language of Evaluation: Appraisal in English2,892 cited
  • 2000Establishing the norms of scientific argumentation in classrooms2,328 cited
  • 1999Dialogic inquiry towards a sociocultural practice and theory of education1,918 cited
  • 1997Analysis of a Global Online Debate and the Development of an Interaction Analysis Model for Examining Social Construction of Knowledge in Computer Conferencing1,649 cited
  • 2008Genre Relations: Mapping Culture1,530 cited
  • 2004TAPping into argumentation: Developments in the application of Toulmin's Argument Pattern for studying science discourse1,406 cited
  • 2005Content analysis schemes to analyze transcripts of online asynchronous discussion groups: A review940 cited
  • 2000Content analysis of online discussion in an applied educational psychology course912 cited
  • 2005A framework to analyze argumentative knowledge construction in computer-supported collaborative learning886 cited
  • 2004Reasoning as a scientist: ways of helping children to use language to learn science637 cited
  • 2004Validity in quantitative content analysis447 cited
  • 2005Knowledge building in asynchronous discussion groups: Going beyond quantitative analysis410 cited
  • 2000The Potential of Argument in Knowledge Building409 cited

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  • 2007Historical Discourse: The Language of Time, Cause and Evaluation365 cited
  • 1995Influences affecting the development of students' critical thinking skills315 cited
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    • 2014Chapter 5. Promoting foreign language collaborative writing through the use of Web 2.0 tools and tasks47 cited
    • 2015Peeling the onion – A textual model of critical analysis34 cited
    • 2016Improving argumentation through student blogs34 cited
    • 2021Linguistic characteristics of online academic forum posts across subregisters, L1 backgrounds, and grades33 cited
    • 2021Fostering Stance-Taking as a Sustainable Goal in Developing EFL Students’ Academic Writing Skills: Exploring the Effects of Explicit Instruction on Academic Writing Skills and Stance Deployment32 cited
    • 2021The progression of collaborative argumentation among English learners: A qualitative study30 cited
    • 2023Improving EFL students’ stance-taking in academic writing with SFL-based instruction: A qualitative inquiry19 cited