Beyond argumentation and comparison/contrast: Extending the Socrates CAI design principles to classroom teaching and the interpretation and production of other forms of discourse

Thomas D. Bacig, Robert H. Evans, Donald W. Larmouth, Kenneth C. Risdon

Research output: Contribution to journalArticle

7 Scopus citations

Abstract

This study compares pencil-and-paper and computer-assisted versions of a college process/model program in critical thinking and academic writing to a traditional composition program. Students in the experimental sections used more linguistic markers of argument and comparison/contrast, attempted more arguments and made stronger arguments. CAI students also did better than students in the pencil-and-paper sections on some measures. Applications of computer assisted techniques in studying meaning in poetry, teaching technical writing and in teaching practice, suggest new approaches to collaborative thinking and writing.

Original languageEnglish (US)
Pages (from-to)15-41
Number of pages27
JournalComputers and the Humanities
Volume24
Issue number1-2
DOIs
StatePublished - Feb 1 1990

Keywords

  • academic writing
  • argument
  • CAI
  • collaborative writing
  • comparison/ contrast
  • critical thinking
  • linguistic markers
  • meaning in poetry
  • process/ model
  • technical writing

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