There is substantial evidence from many domains that visual representations aid various forms of cognition. We aimed to determine whether learning to construct visual representations of argument structure enhanced the acquisition and development of argumentative writing skills within the context of first-year college writing course. We found a significant effect of the use of argument diagrams, and this effect was stable even when multiple plausible correlates were controlled for. These results suggest that natural⎯and relatively minor⎯modifications to standard first-year composition courses (...) could provide substantial increases in student writing ability. (shrink)

Learning to argue in a computer-mediated and structured fashion is investigated in this research. A study was conducted to compare dyads that were scripted in their computer-mediated collaboration with dyads that were not scripted. A process analysis of the chats of the dyads showed that the scripted experimental group used significantly more words, engaged in significantly more broadening and deepening of the discussion, and appeared to engage in more critical and objective argumentation than the non-scripted control group.