NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1160255
Record Type: Journal
Publication Date: 2017
Pages: 12
Abstractor: As Provided
ISSN: ISSN-0965-948X
Argument Complexity: Teaching Undergraduates to Make Better Arguments
Kelly, Matthew A.; West, Robert L.
Psychology Teaching Review, v23 n2 p20-31 2017
The task of turning undergrads into academics requires teaching them to reason about the world in a more complex way. We present the Argument Complexity Scale, a tool for analysing the complexity of argumentation, based on the Integrative Complexity and Conceptual Complexity Scales from, respectively, political psychology and personality theory. Argument Complexity classifies arguments based on acknowledgement and consideration of conflicting evidence or conflicting frameworks for judging the issue, use of frameworks for evaluating evidence, and use of meta-frameworks for evaluating frameworks. We discuss how the Argument Complexity Scale can be used to teach undergraduate students to reason and write like academics by providing the scaffolding for forming complex argumentation.
British Psychological Society, Division for Teachers & Researchers in Psychology. St Andrews House, 48 Princess Road East, Leicester, LE1 7DR, UK. Tel: +44-1162-529551; Fax: +44-1162-271314; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A