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- Vol 3 RE: Chapters 3, 7
- Vol 3 TE: App C
collaborative reasoningoral argumentationwritten argumentpersuasive writingcounterargumentsevidence-based reasoningdialogical learningargument transferJournal article Evidence summaryAt a glance
Reznitskaya and colleagues test whether participating in Collaborative Reasoning discussions influences students’ later individual persuasive writing. The approach treats reasoning as dialogical: small groups discuss contestable questions, students take positions, challenge claims, offer evidence, consider alternatives, and control much of the conversation.
Key ideas
Students in three classrooms participated in discussions over five weeks, after which they and students from three comparable classrooms without the intervention wrote persuasive essays. Essays from Collaborative Reasoning classrooms contained more relevant arguments, counterarguments, rebuttals, formal argumentative devices, and information drawn from texts. The findings support transfer from socially practised oral argumentation to individual written reasoning, though the classroom comparison does not isolate every possible teacher, group, or implementation influence. The study concerns the quality and structure of arguments rather than writing mechanics alone.
Why it matters
For educators, productive discussion should provide genuine issues, distributed authority, expectations for reasons and evidence, and space for opposing views. To strengthen transfer, teachers can also make the oral-to-written connection explicit through notes, argument maps, reflection, and subsequent independent composition.
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- TE
- Teacher Edition
- PE
- Practice Edition
- RE
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