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  1. Interpreting Straw Man Argumentation.Fabrizio Macagno & Douglas Walton - 2017 - Amsterdam: Springer.
    This book shows how research in linguistic pragmatics, philosophy of language, and rhetoric can be connected through argumentation to analyze a recognizably common strategy used in political and everyday conversation, namely the distortion of another’s words in an argumentative exchange. Straw man argumentation refers to the modification of a position by misquoting, misreporting or wrenching the original speaker’s statements from their context in order to attack them more easily or more effectively. Through 63 examples taken from different contexts (including political (...)
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  • Concept of Evidence and the Quality of Evidence-Based Reasoning in Elementary Students.Andrea Miralda-Banda, Merce Garcia-Mila & Mark Felton - 2019 - Topoi 40 (2):359-372.
    The present study has two goals: to explore elementary students’ understanding of evidence and the ways they deploy it to construct arguments, and to examine whether eliciting their concept of evidence during argumentation improves students’ evidence-based reasoning. Individual semi-structured interviews were conducted with 4th and 6th graders in a public school in Mexico. We found significant differences between groups regarding the concept of evidence, with better performance in the older group. A positive correlation between the concept of evidence and the (...)
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  • “Argue With Me”: A Method for Developing Argument Skills.Kalypso Iordanou & Chrysi Rapanta - 2021 - Frontiers in Psychology 12.
    Philosophers, psychologists, and educators all acknowledge the need to support individuals to develop argument skills. Less clear is how to do so. Here, we examine a particular program, the “Argue with Me” dialogue-based pedagogical approach, having this objective. Reviewing approximately 30 studies that have used the “Argue with Me” method with students of different backgrounds and educational levels—primary, middle, high school, and university—across five different countries, we examine its strengths and limitations in terms of what develops and how this development (...)
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  • The Dimensions of Argumentative Texts and Their Assessment.Fabrizio Macagno & Chrysi Rapanta - 2019 - Studia Paedagogica 24 (4):11-44.
    The definition and the assessment of the quality of argumentative texts has become an increasingly crucial issue in education, classroom discourse, and argumentation theory. The different methods developed and used in the literature are all characterized by specific perspectives that fail to capture the complexity of the subject matter, which remains ill-defined and not systematically investigated. This paper addresses this problem by building on the four main dimensions of argument quality resulting from the definition of argument and the literature in (...)
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  • Assessing relevance.Fabrizio Macagno - 2018 - Lingua 210:42-64.
    This paper advances an approach to relevance grounded on patterns of material inference called argumentation schemes, which can account for the reconstruction and the evaluation of relevance relations. In order to account for relevance in different types of dialogical contexts, pursuing also non-cognitive goals, and measuring the scalar strength of relevance, communicative acts are conceived as dialogue moves, whose coherence with the previous ones or the context is represented as the conclusion of steps of material inferences. Such inferences are described (...)
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