id	author	title	date	pages	extension	mime	words	sentence	flesch	summary	cache	txt
dpj1-546	Rapanta, Chrysi; Macagno, Fabrizio	Authentic questions as prompts for productive and constructive sequences: A pragmatic approach to classroom dialogue and argumentation	2023	23	.pdf	application/pdf	12435	802	55	Our goal is to analyze whether and how specific types of dialogue prompts can encourage students’ engagement in more sophisticated argumentative interactions, as manifested through the construction of high-complexity arguments. To fulfill this goal, we propose the present exploratory study grounded on three different aspects of classroom dialogue analysis: (a) Dialogue quality of whole-class dialogical sequences, defined as productive dialogues (as defined by the number of students participating with arguments), constructive dialogues (as defined by the higher complexity of arguments produced), or both productive and constructive dialogues (Rapanta & Felton, 2022); (b) Types of dialogue prompts, based on Walton’s (2010, 2022) argumentation dialogue types (explained below); and (c) Types of student arguments, analyzed in terms of their structural complexity based on Toulmin’s (1958) Argument Pattern.	cache/dpj1-546.pdf	txt/dpj1-546.txt