Challenges in Argumentation and Paraphrasing Among Beginning Students in Educational Sciences

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The present study aimed to identify difficulties in writing at the beginning of educational science programmes in the Finnish Open University by analysing the students’ written argumentation and use of sources at the textual level. The data were analysed using qualitative content analysis. The results showed that many students began their educational studies with weak writing competencies. While many of the problems were directly related to students’ failure to explain the ideas in their sources in their own words, some problems pertained to other aspects, such as the inability to construct convincing arguments. Understanding the nature of the problems in writing encountered by beginning students in educational sciences can help teachers foster students’ participation in academic discourse.
Original languageEnglish
JournalScandinavian Journal of Educational Research
Issue number4
Pages (from-to)411-429
Number of pages19
Publication statusPublished - 2017
MoE publication typeA1 Journal article-refereed

Fields of Science

  • 516 Educational sciences
  • writing
  • argumentation
  • paraphrasing
  • Higher education

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