dc.contributor.author | O'Dwyer, Christopher P. | |
dc.contributor.editor | Ryan, Michael F. | |
dc.date.accessioned | 2022-10-19T12:59:00Z | |
dc.date.available | 2022-10-19T12:59:00Z | |
dc.date.copyright | 2022 | |
dc.date.issued | 2022 | |
dc.identifier.citation | O'Dwyer, C. (2022). Argument Mapping. In: Ryan, M.F. Compendium of Active Learning & Assessment for Student Engagement. Vol.2. pp.18-19. | en_US |
dc.identifier.uri | http://research.thea.ie/handle/20.500.12065/4125 | |
dc.description.abstract | An argument map (AM) organizes any prose or text inclusive
of an inferential signaller (e.g. but, because, however) into
a hierarchical representation, with propositions arranged
in coloured boxes (i.e. green = support; red = objection) and
connected by arrows that further highlight such relations
between propositions (van Gelder, 2002; 2003). As such,
AMs are designed in such a way that if one proposition is
evidence for another, the two will be appropriately juxtaposed
(van Gelder 2001). Simply, an AM (see Fig. 1) as distinct from
a ‘mind-map’, is a visual representation of an argument’s
structured network of reasoning, making it unambiguous and
explicit, with no need for attention switching from paragraph to-paragraph or page-to-page in search of reasons and
objections to the argument’s central claim. Moreover, having
available the structure of an argument facilitates logical
reasoning, the ready construction of a ‘mental image’ of the
whole argument and the answering of specific questions
about the relation between one proposition and others.
Thus, AMs remove obstacles to learning regarding the need
to simultaneously read the text and mentally visualize the
relational structure of the presented argument (e.g. see
Dwyer, 2017; Dwyer, Hogan & Stewart, 2010 2011; 2012; 2013) | en_US |
dc.format | PDF | en_US |
dc.language.iso | eng | en_US |
dc.relation.ispartof | Compendium of Active Learning & Assessment for Student Engagement. Vol.2 | en_US |
dc.rights | Attribution- 4.0 International | * |
dc.rights.uri | http://creativecommons.org/licenses/by/4.0/ | * |
dc.subject | Learning & teaching | en_US |
dc.subject | Active learning | en_US |
dc.subject | Assessment | en_US |
dc.title | Argument Mapping | en_US |
dc.type | info:eu-repo/semantics/bookPart | en_US |
dc.contributor.affiliation | Technological University of the Shannon Midlands Midwest | en_US |
dc.identifier.endpage | 19 | en_US |
dc.identifier.startpage | 18 | en_US |
dc.rights.accessrights | info:eu-repo/semantics/openAccess | en_US |
dc.subject.department | Department of Quality, Teaching and Learning, TUS Midwest | en_US |
dc.type.version | info:eu-repo/semantics/publishedVersion | en_US |