Answer: “Analyzes 48 low-income middle-school students’ development in argumentative writing over a three-year period in which students in experimental groups engaged in online dialogue debates on social issues to foster their argumentative reasoning versus a control group of students who participated in face-to-face discussion. Students in the experimental group generated higher quality post-essay argumentative writing, were more aware of evidence relevance, and posed more substantive questions than did students in the control group.”
Comment: FYI. RayS.
Source: Kuhn, D., & Crowell, A. (2011). Dialogic argumentation as a vehicle for developing youngadolescents’ thinking. Psychological Science, 22(4), 545–552.
Title: “Annotated Bibliography of Research in the Teaching of English.” Richard Beach, et al. Research in the Teaching of English (November 2011), Internet. http://www.ncte.org/journals/rte/issues/v46-2.