Student Beliefs and the Teaching of Argument by Graham

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Pre-reading

Student beliefs are usually based on their personal experience and knowledge they have. However, not all students can convince others, therefore, they do not apply to their beliefs in practice. The teaching of argument via persuasive dialogue is one of the best strategies to make sure that students do not only remember the lesson but also use the information in the future in practice. If students are persuaded and they learn to convince others, they remember the lesson. The teaching of argument seems to be one of the most effective strategies for teachers in this case.

Summary of Thesis

Teaching or argument via persuasive dialogue is one of the most effective methods teachers should use to make sure that students can convince others of their beliefs.

Genre, Rhetorical Purposes, Types of Appeals, Patterns of Development, Use of Evidence

Graham has done a good job, he gathered the information from different sources and systemized it. However, personal conclusions are not convincing. Setting the literature review as the goal of the article, the author also considers the connection of literacy, critical thinking, and citizenship education (Graham 141) as the main aspects of the study. Even though the sources are appropriate, and the information is relevant, the author spreads attention to many different aspects, therefore, he fails to consider one idea in detail. Dwelling upon argument as persuasion dialogue, the author concludes that rebuttal is important, however, students are to pay attention to data, claim, and warrant.

Then, Graham turns to the discussion of the point of view and the commitment store as the important parts of the argument which are to be differentiated. The author uses examples to make sure that the reader can understand the issue. Finally, summarizing the said information, Graham also refers to the literature review which does not allow the reader to understand what is the conclusion. Graham uses direct quotes of other authors as the concluding sentences which make me fail to understand what the authors summary is.

Striking Details

The author of the article considers several topics which are interconnected. Proving that argument is the best in persuasive dialogue, he dwells upon the difference between the point of view and commitment store and finally dwells upon students consideration into an argument as one of the main discursive forms.

Questions

Is argumentation a basis for persuasive dialogue?
Is there a great difference between the point of view and commitment store as the forms of the argument in persuading others?
Is it possible to teach students to express their beliefs via discourse?

Overall Quality

The overall quality of the research is not high. The author of the article puts too many goals and even though he managed to discuss each of them, they are too vague. The article lacks depth and detailed consideration. The literature review is too much, therefore, the authors conclusions are not considered as his own, they are more based on the others considerations which is a weak part of the study. Graham uses quotes and paraphrases of other authors everywhere, in the introduction and in the conclusion that does not allow to understand what the purpose and the outcome of this article is. The theme is clear, but there is no strict argumentative final statement that would give the main idea about the conclusions the author draws.

Works Cited

Graham, Roy. Student beliefs and the teaching of argument. 141-145. Print.

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