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1、UndergraduatesandthedevelopmentofargumentMar.2007,Volume4,No.3(SerialNo.28)US-ChinaEducationReview,ISSN1548-6613,USAUndergraduatesandthedevelopmentofargumentNazimfCentreforEducationalStudies,UniversityofHull,Hull,HU67RX,England)Abstract:Thisarticleemphasizesthene
2、edtoencourageundergraduatestudentstodeveloparguments,whichinvolvesenhancingtheiranalyticalskillsandcapacityforcriticalthinking,acrossdisciplinesregardlessofleve1.Itarguesthattheseskills,requiredbytheQualityAssuranceAgency's(QAA)benchmarks,aredevelopednotbyinstruc
3、tionbutbyengagingwiththephilosophicprocessthatleadstothedeeplearning.Thisprocessoflearningisbasedonadialecticalapproach,viewingdialoguewithcolleagues,primarytextsandwrittenassignments,ascentraltodevelopinganinductiveargumentandacriticalperspective.Thisarticleprop
4、osesananalyticalframeworktoanalyzetheextenttowhichatutorisfacilitatingthedevelopmentofargument.Itsuggeststhatwhile,ifrequiredonemustprovidestudentswithexplicitguidelinesaboutthisprocess,neverthelessthispracticeisproblematicbecauseoftheinherenttensionbetweenexplic
5、itteachinganddeeplearning,whichfacilitatestheacquisitionoftheseanalyticalskills.Keywords:analyticalskills;criticalthinking;deduction;deeplearning;developmentofargument;dialectic;explicitteaching;formativeassessment;induction;implicitteaching1.IntroductionIn2005th
6、eHigherEducationAcademy(HEA)fundedaprojecttoexaminetheproblemswiththeintroductionofargumentationtofirstyearundergraduatesacrossdifferentcurriculaintheUK.TheresearchbriefclaimedthatintroductorycoursesintheUKrarelygave"sustainedattentiontowritingandargumentation''d
7、espitebeingthemainformsofassessment(Andrews&Togerson,2005).Thissplitbetweenassessmentandlearningisproblematic.particularlyastheseskillsarerequiredbytheQualityAssuranceAgency's(QAA)subjectbenchmarks.(QualityAssuranceAgency,2000)Thusitisimperativetoencourageund
8、ergraduatestoengagewithprocessofdevelopmentofargumentassoonastheystartuniversity.Thisarticleseekstoreflectuponandsharethinkingandpracticeabouthowtoencouragestu
