Advertisement

Using Digital Map Tools to Assist Learning of Argumentative Essay Writing

  • Cheng-Yu Fan
  • Mahesh Liyanawatta
  • Su-Hang Yang
  • Gwo-Dong ChenEmail author
Conference paper
Part of the Lecture Notes in Computer Science book series (LNCS, volume 11937)

Abstract

In this paper, we design and implement a system that uses a digital map system to assist the learning of argumentative essay with Argument map and Concept map. The system had experimented in a primary school with 346 students for 20 weeks that is a whole semester with three groups: Argument Map, Concept Map, and conventional method. The contribution of this study is to improve the quality of student’s essay writing by using the advantage of Argument Map. This study compares the effectiveness of the arguments in the essay writing based on the use of different argumentation strategies such as traditional writing, Concept Map writing, and Argumentative Map writing. The experiment results show that Argument Map group is the most significantly improving among the three groups. The analysis results on the improvement on three dimensions of argumentation: (1) claim, reason, and evidence, (2) arguments on supporting the claim and on refuting opposition claim, and (3) completeness and coherence are also reported in the paper.

Keywords

Argument map Computer-assisted composition Computer-assisted language learning Concept map 

References

  1. 1.
    Ferretti, R.P., Lewis, W.E., Andrews-Weckerly, S.: Do goals affect the structure of students’ argumentative writing strategies? J. Educ. Psychol. 101(03), 577–589 (2009).  https://doi.org/10.1037/a0014702CrossRefGoogle Scholar
  2. 2.
    Kuhn, D.: Education for Thinking. Harvard University Press, Cambridge (2008)Google Scholar
  3. 3.
    Wingate, U.: ‘Argument!’ helping students understand what essay writing is about. J. Engl. Acad. Purp. 11, 145–154 (2012).  https://doi.org/10.1016/j.jeap.2011.11.001CrossRefGoogle Scholar
  4. 4.
    Golder, C., Coirier, P.: The production and recognition of typological argumentative text markers. Argumentation 10(02), 271–282 (1996).  https://doi.org/10.1007/BF00180729CrossRefGoogle Scholar
  5. 5.
    Buzan, T., Buzan, B.: The Mind Map Book. BBC Consumer Publishing, London (2000)Google Scholar
  6. 6.
    Santiago, H.C.: Visual mapping to enhance learning and argumentation ability skills. Optom. Educ. 36(03), 125–139 (2011)Google Scholar
  7. 7.
    Van Gelder, T.: Semantic Scholar: Argument Mapping with Reason!Able. https://pdfs.semanticscholar.org/633e/5f052ac2d4e1a39cda10b2dcf48ba90d4997.pdf. Accessed 09 July 2019
  8. 8.
    Chiang, K.H., Fan, C.Y., Liu, H.H., Chen, G.D.: Effects of a computer-assisted argument map learning strategy on sixth-grade students’ argumentative essay reading comprehension. Multimedia Tools Appl. 75(16), 9973–9990 (2016).  https://doi.org/10.1007/s11042-015-2904-yCrossRefGoogle Scholar
  9. 9.
    Perry, K.D., Mary, R.A.: Teaching argument and explanation to prepare junior students for writing to learn. Reading Res. Q. 45(04), 433–461 (2010).  https://doi.org/10.1598/RRQ.45.4.4CrossRefGoogle Scholar
  10. 10.
    Jiménez-Aleixandre, M.P., López-Rodriguez, R., Erduran, S.: Argumentative quality and intellectual ecology: a case study in primary school. National Association for Research in Science Teaching. Dallas, Texas (2005)Google Scholar
  11. 11.
    Fulan, L., Paul, S.: Counterargumentation and the cultivation of critical thinking in argumentative writing: investigating washback from a high-stakes test. System 45, 117–128 (2014).  https://doi.org/10.1016/j.system.2014.05.005CrossRefGoogle Scholar
  12. 12.
    Moore, N.S., MacArthur, C.A.: The effects of being a reader and of observing readers on fifth-grade students’ argumentative writing and revising. Read. Writ. 25(6), 1449–1478 (2012).  https://doi.org/10.1007/s11145-011-9327-6CrossRefGoogle Scholar
  13. 13.
    Toulmin, S.E.: The Uses of Argument. Cambridge University Press, Southern California (2009).  https://doi.org/10.1017/cbo9780511840005
  14. 14.
    Negari, G.M.: A study on strategy instruction and EFL learners’ writing skill. Int. J. Engl. Linguist. 1(2), 299–307 (2011).  https://doi.org/10.5539/ijel.v1n2p299CrossRefGoogle Scholar
  15. 15.
    Kuhn, D., Udell, W.: Coordinating own and other perspectives in argument. Think. Reasoning 13(02), 90–104 (2007).  https://doi.org/10.1080/13546780600625447CrossRefGoogle Scholar

Copyright information

© Springer Nature Switzerland AG 2019

Authors and Affiliations

  1. 1.Department of Computer Science and Information EngineeringNational Central UniversityTaoyuan CityTaiwan (R.O.C.)
  2. 2.Department of Hospitality ManagementChien Hsin University of Science and TechnologyTaoyuan CityTaiwan (R.O.C.)

Personalised recommendations