Arguing with Peers: Examining Two Kinds of Discourse and Their Cognitive Benefits

Abstract

This study examines the extent to which meta-level regulation of argumentive discourse goals and strategies relates to improvement in argumentive discourse skill. A 7- month intervention was designed to provide dense experience in argumentive discourse and to promote meta-level regulation of discourse. Pairs of academically disadvantaged eighth graders conducted electronic dialogs with opposing pairs on a series of social topics. Analysis of intra-dyad discussion over the course of the intervention showed that participants producing a high proportion of meta-level u tterances were more likely to show improvement in argumentive skill. This finding suggests that enhanced meta-level awareness of the strategies and goals of argument, along with rich engagement in argumentation, promote skill development.