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It means that students should make a lot of efforts to get involved with material, to examine ideas in depth, to integrate and critically evaluate what they read, and to state their understanding further (as cite in McCune, 2004).
In addition, even six grade students, although not explicit, have recently shown some understanding of argument (as cited in Anderson & Hamel, 1991), and also in many primary and secondary classroom, conforming to Billing’s suggestion “the sound of argument is the sound of thinking” argument regarded as one of the most powerful genres has been taught (Riley & Reedy, 2005)...
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