The development of critical thinking through academic writing

Rakovic, M., Chang, D., Marzouk, Z., & H Winne, P. (March, 2019). Towards knowledge-transforming in writing argumentative essays from multiple sources: A methodological approach. Proceedings of the 9th International Conference on Learning Analytics and Knowledge (LAK19), USA. Retrieved from https://www.researchgate.net/publication333680138_Towards_knowledge_transforming_in_writing_argumentative_essays_from_multiple_sources_A_methodological_approach

In this conference, the authors Rakovic, Chang, Marzouk and Winne (2019) present their methodological framework for classifying evidential sentences in argumentative essays with the aim of providing educators with an approach to guide their undergraduate students towards academic writing. The writers of the paper maintain that Bloom’s taxonomy of the cognitive domain can be used to relate arguments in academic writing to various cognitive processes, namely knowledge, comprehension, application, analysis, synthesis and evaluation. The authors’ model (Rakovic, Chang, Marzouk, & Winne, 2019) provides a comprehensive basis for identifying linguistic properties of arguments and classifying those arguments in terms of their underlying cognitive processes.