Written argumentation practices in two Argentinian undergraduate courses: multidimensionality and epistemic potentials
Résumé
This paper states that the epistemic potentialities of writing and arguing are largely derived from the interweaving of four dimensions. Three of them are constitutive (the logical, rhetorical, and dialectical dimensions), and one is integrative (the epistemic dimension). Thus, we characterize how these four distinct dimensions operate in texts produced by first-year university students in two disciplines (Linguistics and Biology) and how those students reflect on their processes of writing and arguing. The results belong to qualitative research designed as a multiple case study, which focused on teaching practices that intertwine disciplinary contents, writing, and argumentation in Argentinian university classrooms. These results deepen the academic literacies’ lines of research regarding the role that argumentation plays in academic writing. We analyze texts produced by students and interviews with them to characterize the dimensions that such students deploy when writing and arguing to learn in their disciplines.
Téléchargements
Références
ANDREWS, Richard. Argumentation in Higher Education. Improving Practice Through Theory and Research. London: Routledge Francis & Taylor Group, 2009.
APPLEBEE, Arthur N. Writing and Reasoning. Review of Educational Research, n. 54, v. 4, p. 577-596, 1984. Available in: https://doi.org/10.3102/00346543054004577
BAJTÍN, Mijail. El problema de los géneros discursivos. In: BAJTÍN, Mijail. Estética de la creación verbal. Buenos Aires: Siglo Veintiuno, 2011. p. 245-290.
BENVENISTE, Émile. Problemas de lingüística general. Tomo I. Transl.: Juan Almela. México: Siglo XXI, 2004.
BOLÍVAR, Adriana. Análisis crítico del discurso de los académicos. Signos, n. 37, v. 55, p. 7-18, 2004. Available in: https://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0718-09342004005500001
BOLÍVAR, Adriana. Tradiciones discursivas y construcción del conocimiento en Humanidades. Signo y Seña, n. 14, p. 67-92, 2005. Available in: http://revistascientificas.filo.uba.ar/index.php/sys/article/view/5666
CAMPS, Anna. Aprender a escribir textos argumentativos: características dialógicas de la argumentación escrita. Comunicación lenguaje y educación, n. 26, p. 51-64, 1995. Available in: https://dialnet.unirioja.es/servlet/articulo?codigo=2941565
CAPPELLETTI, Graciela. La autonomía como meta educativa. In: ANIJOVICH, Rebeca (ed.). Gestionar una escuela con aulas heterogéneas. Buenos Aires: Paidós, 2014. p. 59-74.
CARLINO, Paula. Escribir, leer y aprender en la universidad: una introducción a la alfabetización académica. Buenos Aires: Fondo de Cultura Económica, 2005.
CARLINO, Paula. Alfabetización académica diez años después. Revista Mexicana de Investigación Educativa, n. 18, v. 57, p. 355-381, 2013. Available in: https://www.redalyc.org/pdf/140/14025774003.pdf
CARTER, Michael. Ways of Knowing, Doing, and Writing in the Disciplines. College Composition and Communication, n. 58, v. 3, p. 385-418, 2007. Available in: https://www.jstor.org/stable/20456952?seq=1
CARTER, Michael, FERZLI, Miriam; WIEBE, Eric N. Writing to learn by learning to write in the disciplines. Journal of Business and Technical Communication, n. 21, v. 3, p. 278-302, 2007. Available in: https://doi.org/10.1177/1050651907300466
CASTELLÓ, Monserrat. La escritura epistémica: enseñar a gestionar y regular el proceso de composición escrita. In: Memoria del Congreso Internacional de educación, investigación y formación docente. Medellín, Colombia: Universidad de Antioquia, Facultad de Educación, 2006.
CRESWELL, John W. Qualitative inquiry & research design. Choosing among five approaches. 2. ed. Thousand Oaks, CA: Sage Publications, 2007.
DYSTHE, Olga. The multivoiced classroom: Interactions of writing and classroom discourse. Written Communication, n. 13, v. 3, p. 385-425, 1996. Available in: https://doi.org/10.1177/0741088396013003004
DYSTHE, Olga. Multivoiced Classrooms in Higher Education Academic Writing. in: CASTELLÓ, Monserrat; DONAHUE, Christiane (eds.). University Writing: selves and Texts in Academic Societies. London: Emerald, 2012. p. 201-216.
EMIG, Janet. Writing as a mode of learning. College Composition and Communication, n. 28, p. 122-128, 1977. Available in: https://openlab.citytech.cuny.edu/fywpd/files/2019/01/emig-writing-as-a-mode-of-learning.pdf
FLAVELL, John H. Metacogntion and Cognitive Monitoring. A New Area of Cognitive-Cognitive-Developmental Inquiry. American Psychologist, n. 39, v. 10, p. 906-911, 1979. Available in: http://jwilson.coe.uga.edu/EMAT7050/Students/Wilson/Flavell%20(1979).pdf
JIMÉNEZ-ALEIXANDRE, Pilar; DÍAZ DE BUSTAMANTE, Joaquín. Discurso de aula y argumentación en la clase de ciencias: cuestiones teóricas y metodológicas. Enseñanza de la Ciencias, n. 21, v. 3, p. 359¬-370, 2003. Available in: https://www.raco.cat/index.php/Ensenanza/article/view/21944
JIMÉNEZ-ALEIXANDRE, Pilar; DÍAZ DE BUSTAMANTE, Joaquín. Construction, évaluation y justification des savoirs scientifiques. Argumentation et pratiques épistemiques. In: BUTY, Christian; PLANTIN, Christian (eds.). Argumenter en classe de sciences. Du débat à l’apprentissage. Lyon: Institut National de Recherche Pédagogique, 2008. p. 43-74.
JIMÉNEZ-ALEIXANDRE, Pilar; CRUJEIRAS-PÉREZ, Beatriz. Epistemic practices and Scientific practices in Science Education. In: TABER, Keith S.; AKPAN, Ben (eds.). Science Education: an International Course Companion. The Netherlands: Sense Publishers, 2017. p. 69-80.
KELLY, George; BAZERMAN, Charles. How Students Argue Scientific Claims: A Rhetorical-Semantic Analysis. Applied Linguistics, n. 24, v. 1, p. 28-55, 2003. Available in: https://www.researchgate.net/publication/249237823_How_Students_Argue_Scientific_Claims_A_Rhetorical-Semantic_Analysis
KELLY, George; DUSCHL, Richard. Toward a Research Agenda for Epistemological Studies in Science Education. In: Annual Meeting of the National Association for Research in Science Teaching. USA: New Orleans, 2002. Available in: https://edisciplinas.usp.br/pluginfile.php/1006031/mod_resource/content/1/Leitura%20Complementar%20Aula%2005%20-%20TOWARD%20A%20RESEARCH%20AGENDA%20FOR%20%20EPISTEMOLOGICAL%20STUDIES%20IN%20SCIENCE%20EDUCATION.pdf
KERBRAT-ORECCHIONI, Chaterine. La enunciación. De la subjetividad en el lenguaje. Translation: Gladys Anfora, Emma Gregores. Buenos Aires: Edicial, 1993.
KAISER, Dorothee. Acerca del saber ajeno y del saber propio en escritos académicos. Un análisis contrastivo entre textos estudiantiles de Venezuela y Alemania. Signo y Seña, Buenos Aires, n. 14, p. 17-35, 2005. Available in: http://revistascientificas.filo.uba.ar/index.php/sys/article/view/5662
KUHN, Deanna. The Skills of Argument. Cambridge: Cambridge University Press, 1991.
KUHN, Deanna; IORDANAU, Kalypso; PEASE, María; WIRKALA, Clarice. Beyond control of variables: What needs to develop to achieve skilled scientific thinking. Cognitive Development, n. 23, v. 4, p. 435-451, 2008. Available in: https://www.semanticscholar.org/paper/Beyond-control-of-variables%3A-What-needs-to-develop-Kuhn-Iordanou/1237b116a22025173fb974753c57da1e6120550a
LEITÃO, Selma. The Potential of Argument in Knowledge Building. Human Development, n. 6, p. 332-360, 2000. Available in: https://doi.org/10.1159/000022695
LEITÃO, Selma. Argumentação e Desenvolvimento do Pensamento Reflexivo. Psicologia: Reflexão e Crítica, n. 20, v. 3, p. 454-462, 2007. Available in: https://www.scielo.br/j/prc/a/ybbn9YVRhzTLyZbvWmZdcNf/abstract/?lang=pt
LERNER, Delia. Leer y escribir en la escuela: lo real, lo posible y lo necesario. México: Fondo de Cultura Económica, 2001.
MALIANDI, Ricardo. Volver a la razón. Buenos Aires: Biblos, 1997.
MAXWELL, Joseph A. Qualitative Research Design: An interactive approach. London: Sage, 2005.
MAXWELL, Joseph; MILLER, Barbara. Categorizing and connecting strategies in qualitative data analysis. In: LEAVY, Patriacia; HESSE-BIBER, Sharlene (eds.). Handbook of emergent methods. New York: Guilford Press, 2008. p. 85-106.
MIRAS, Mariana. La escritura reflexiva. Aprender a escribir y aprender acerca de lo que se escribe. Infancia y Aprendizaje, n. 89, p. 65-80, 2000. Available in: https://core.ac.uk/download/pdf/41574557.pdf
MOLINA, María Elena. Escritura académica, argumentación y prácticas de enseñanza en el primer año universitario. Revista Enunciación, Bogotá, v. 22, p. 138-153, 2017. Available in: https://revistas.udistrital.edu.co/ojs/index.php/enunc/article/view/11929/13403.
MOLINA, María Elena. Prácticas de enseñanza que entraman escritura con contenidos: perspectivas de alumnos universitarios de dos disciplinas. Revista Propuesta Educativa, Buenos Aires, n. 49, año 27, v. 1, p. 61-72, 2018. Available in: http://www.propuestaeducativa.flacso.org.ar/archivos/articulos/68.pdf
MOLINA, María Elena; PADILLA, Constanza. Escribir y argumentar académicamente en Biología: ¿qué proponen hacer las consignas de los docentes? Revista Lenguaje – Escuela de Ciencias del Lenguaje, Cali, v. 46, n. 2, p. 362-385, 2018. Available in: http://www.scielo.org.co/scielo.php?script=sci_abstract&pid=S0120-34792018000200362&lng=en&nrm=iso&tlng=es
MULLER-MIRZA, Nathalie. Le rôle central des interactions sociales dans le développement de la pensée et de la construction de connaissances. In: BUTY, Christian; PLANTIN, Christian (eds.). Argumenter en classe de sciences. Du débat à l’apprentissage. Lyon: Institut National de Recherche Pédagogique, 2008. p. 8-16.
MULLER-MIRZA, Nathalie; PERRET-CLERMONT, Anne (eds.). Argumentation and Education. Theoretical Foundations and Practices. New York: Springer, 2009.
OLSON, David R. From utterance to text: The bias of language in speech and writing. Harvard Educational Review, n. 47, v. 3, p. 257-281, 1977. Available in: https://doi.org/10.17763/haer.47.3.8840364413869005
PADILLA, Constanza. Escritura y argumentación académica: trayectorias estudiantiles, factores docentes y contextuales. Magis, n. 5, v. 10, p. 31–57, 2012. Available in: https://www.redalyc.org/pdf/2810/281024896003.pdf
PADILLA, Constanza; DOUGLAS, Silvina; LOPEZ, Esther. Yo argumento. Taller de prácticas de comprensión y producción de textos argumentativos. Comunicarte: Córdoba. 2011.
PATTON, Michael. Qualitative evaluation and research methods. Beverly Hills, CA: Sage, 2002. p. 169-186.
RUSSELL, David. Writing across the curriculum in historical perspective: Toward a social interpretation. College English, n. 52, p. 52-73, 1990. Available in: https://lib.dr.iastate.edu/cgi/viewcontent.cgi?article=1198&context=engl_pubs
RUSSEL, David. Contradictions regarding teaching and writing (or writing to learn) in the disciplines: What we have learned in the USA. Revista de Docencia Universitaria, n. 11, v. 1, p. 161-181, 2013. Available in: https://dialnet.unirioja.es/servlet/articulo?codigo=4243905
RUSSEL, David; CORTÉS, Viviana. Academic and Scientific Texts: The Same or Different Communities. In: CASTELLÓ, Monserrat; DONAHUE, Christiane. University writing: Selves and Texts in Academic Societies. London: Emerald Group Publishing, 2012. p. 3-18.
SNOW, Charles P. The Two Cultures. Cambridge: Cambridge University Press, 1959.
TOULMIN, Stephen; RIEKE, Richard; JANIK, Allan. An introduction to reasoning. 2. ed. New York: Macmillan, 1984.
TOULMIN, Stephen. Return to reason. Cambridge: Harvard University Press, 2001.
TOULMIN, Stephen. The uses of argument. Cambridge: Cambridge University Press, 2003.
VAN EEMEREN, Frans. Strategic Maneuvering in Argumentative Discourse. Dortdrecht: John Benjamins, 2010.
VAN EEMEREN, Frans. Argumentation Theory: A Pragma-dialectical Perspective. Switzerland: Springer, 2018.
WALTON, Douglas. Informal logic: a pragmatic approach. Cambridge, New York: Cambridge University Press, 2008.
WALTON, Douglas; KRABBE, Eric. Commitment in dialogue: basic concepts of interpersonal reasoning. Albany: State University of New York Press, 1995.
WOLFE, Christopher. Argumentation Across the Curriculum. Written Communication, n. 28, v. 2, p. 193-219, 2011. DOI: http://doi.org//10.1177/0741088311399236
Copyright (c) 2021 Autor e Revista EID&A
Ce travail est disponible sous licence Creative Commons Attribution - Pas d’Utilisation Commerciale 4.0 International.
Autores que publicam nesta revista concordam com os seguintes termos:
Autores mantêm os direitos autorais e concedem à revista o direito de primeira publicação, com o trabalho simultaneamente licenciado sob a Licença Creative Commons Attribution que permite o compartilhamento do trabalho com reconhecimento da autoria e publicação inicial nesta revista.
Autores têm autorização para assumir contratos adicionais separadamente, para distribuição não-exclusiva da versão do trabalho publicada nesta revista (ex.: publicar em repositório institucional ou como capítulo de livro), com reconhecimento de autoria e publicação inicial nesta revista.
Autores têm permissão e são estimulados a publicar e distribuir seu trabalho online (ex.: em repositórios institucionais ou na sua página pessoal) a qualquer ponto antes ou durante o processo editorial, já que isso pode gerar alterações produtivas, bem como aumentar o impacto e a citação do trabalho publicado (Veja O Efeito do Acesso Livre).
