Abstract
This article approaches written argumentation as a concept of promoting geographical literacy. It is argued that student-centered peer feedback is an effective method with which to improve individual students’ argumentative texts. This research uses a case-study design, which analyzed how high school students in different pairs improve their argumentation text under subject-specific criteria. For the feedback process, a subject-specific feedback sheet for students has been designed for them to review their partner’s argumentative text. The findings mainly suggest two outcomes: Different kinds of feedback in terms of interaction, content and argumentative integration of text material lead to text improvement, and that there are varying complexities of feedback acceptance in terms of subject-specific criteria. The results provide a deeper insight into how students can be prepared and rewarded for producing qualitatively high and effective feedback on argumentative texts in socio-scientific contexts with a strong focus on the (linguistic) skills they need for these procedures.
Highlights
Should I buy clothes from Primark? Should I get the book “Turtles all the way down” from Amazon or from the shop around the corner? Should I develop my knowledge of climate change and is it really all about China? Why is my city bulldozing the park nearby? Such socio-scientific, cultural, political and personal issues are faced by students every day
Most students improved in general linguistic skills, in the quality of arguments, and in the quality of the argumentative text in geography in terms of subject-specific language
The method used had a predominantly positive impact on the students’ argumentative texts in geography in these classes, based on the results presented, but with varying degrees of effectiveness for every student
Summary
Should I buy clothes from Primark? Should I get the book “Turtles all the way down” from Amazon or from the shop around the corner? Should I develop my knowledge of climate change and is it really all about China? Why is my city bulldozing the park nearby? Such socio-scientific, cultural, political and personal issues are faced by students every day. In the United States or “competence-based subject learning” in parts of Europe over the last couple of years, which may help to pave the way to addressing new and old challenges [2,3,4] These shifts develop a more challenging and cognitive demanding practice in schools, they emphasize the necessity to make teachers more aware of “disciplinary literacy” when teaching science, in which the abilities “to decode and interpret more complex forms of text, to recognize the nature and function of genre specific to the discipline, and to use author intents as a frame for a critical response” are put into focus [5,6]. In this discussion about disciplinary literacy, which is held under a comparable goal of
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
