Abstract:
This dissertation describes the effectiveness of the use of i-Claim, an instructional
technology tutorial for argumentation skill development. Because persuasion is a critical
skill in college writing, argumentation is introduced in the first-year English composition
course, and students practice writing arguments in that course and beyond. With an
increased use of instructional technology in higher education, can instructional
technology tutorials help students develop stronger and more effective argumentation
skills in their writing? This study explores that question by investigating the relevance of
developing argumentation skills, theoretical models of argumentation in modern
composition pedagogy, empirical studies on argumentation skills, and technology-supported
interventions to develop argumentation skills and student confidence in
learning.
This study examines the use of i-Claim in six first-year English composition
courses and its effect on students‘ argumentation skill development. The findings were
inconclusive as to its effectiveness because of the small sample size and limited exposure
to the intervention. However, the study concludes by exploring how instructional
technology interventions can best be used in instruction of argumentation skills and how
to encourage students to use technological tools to support their learning.
