‘Not quite right’: helping students to make better arguments

Abstract

This paper looks at the need for a better understanding of the impediments to critical thinking in relation to graduate student work. The paper argues that a distinction is needed between two vectors that influence student writing: (1) the word-level–sentence-level vector; and (2) the grammar–inferencing vector. It is suggested that much of the work being done to assist students is only done on the first vector. This paper suggests a combination of explicit use of deductive syllogistic inferences and computer-aided argument mapping is needed. A methodology is suggested for tackling assignments that require students to ‘make an argument’. It is argued that what lecturers understand tacitly, now needs to be made a focus of deliberate educational practices.

Keywords:

• inference-making
• critical thinking
• argument

Acknowledgements

The author thanks Dr David Daintree at St John's College within the University of Sydney, and two anonymous referees of this journal for their helpful comments.