Sentence examples for general argumentation from inspiring English sources

Transferring this general argumentation into the ICT context, we argue that teachers who design instructional settings in order to emphasize the development of students' digital skills may make mastery experience in such scenarios, which in turn could strengthen their self-efficacy in using computers for instructional purposes in the future.

For those who have previously read my general argumentation on the subject, my apologies.

The fact that the advocate of this general line of argumentation for the essentiality of origin can defend against the recycling problem by adopting the essentiality of order (or less robustly, just the claim that d could not have existed without c) should not lead one to underestimate the significance of the recycling problem.

Argumentation is a dynamic process and, in general, new arguments occur in response to a former argument or, more precisely, attack a former argument.

The general idea of argumentation research is that when students work together and exchange arguments, they not only stick to their own understanding but may take up other's ideas and develop a deeper understanding.

This framework stands at a high abstraction level and provides a general model for argumentation activity.

This paper builds on the recent ASPIC+ formalism, to develop a general framework for argumentation with preferences.

For understanding of approaches to logic programming built on well-founded semantics, general theories of argumentation, abductive reasoning, etc., the reader is referred to other publications.

To see how Habermas identifies these different features, it is first necessary to understand the general structures of argumentation.

It uses a general pattern of argumentation (logos) that makes an inference from certain alleged facts about the world (cosmos) to the existence of a unique being, generally identified with or referred to as God.

Furthermore, learners assigned to the scripted condition acquired significantly more domain-specific and domain-general knowledge on argumentation than learners assigned to the unscripted condition.