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

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.