Open AccessWritten argumentation practices in two Argentinian undergraduate courses: multidimensionality and epistemic potentials
Author(s) -
María Elena Molina,
Constanza Padilla
Publication year - 2021
Publication title -
eidanda
Language(s) - English
Resource type - Journals
ISSN - 2237-6984
DOI - 10.47369/eidea-21-2-3109
Subject(s) - argumentation theory , rhetorical question , discipline , dialectic , dimension (graph theory) , epistemology , sociology , academic writing , mathematics education , pedagogy , psychology , linguistics , philosophy , social science , mathematics , pure mathematics
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.