| Instructional context |
| 1 | Engaging with the problem | Write down personal reasons why the skill of argumentation is important for the future (Smit et al., 2025). | Brainstorm additional reasons for the importance of argumentation. | ... explain the personal relevance and value of argumentation skills. |
| 2 | Understanding the problem & potential solutions | Identify debatable questions that have multiple possible standpoints (Friedrichsen et al., 2016; Smit et al., 2025). | Tutor shows plausible standpoints (Wambsganss et al., 2021). | ...identify and formulate debatable questions relevant to the topic. |
| 3 | Data exploration for each potential solution | Explore background information for an overview of standpoints' pros/cons (Friedrichsen et al., 2016; Smit et al., 2025). | Provides explanations for the information and technical terms. | ...access, interpret, and assess the relevance of initial information about the argumentation topic. |
| 4 | Analyzing criteria & limitations | Identify evaluation criteria from the provided background information; discuss their importance (Smit et al., 2025). | Helps categorize information into criteria; presents comparative data using interactive graphics (Hsu et al., 2015). | ...identify and understand different criteria for evaluating. |
| 5 | Weighing criteria & forming a standpoint | Create a personal ranking of the most important criteria for making the final decision. | Helps students compare/contrast criteria. | ...select and justify the set of key criteria for evaluating the options for action. Decide own standpoint based on criteria. |
| Drafting an Argumentation product |
| 6 | Structure of the argumentation | Plan the three main parts of the argument: introduction, main body, and conclusion. (Peltzer et al, 2024). | Checks if students' plans are in the correct part (i.e., all arguments in the main part, standpoint in the introduction). | …recognize and plan the structure of the argumentation. |
| 7 | Writing an Introduction | writing introductions that include: topic, thesis statement, transition (Peltzer et al, 2024). | Guidance on introduction components; provides sample transitions; offers feedback on drafts. | … write compelling introductions that clearly establish their position on energy choices and preview their main arguments. |
| 8 | Formulating a claim | Formulate a clear, arguable claim for the chosen option, citing one key criterion (Smit et al., 2025). | Feedback on claim clarity, arguability, and link to criterion (Lin & Hung, 2025). | ...formulate clear, arguable claims about the prioritization of the option for action, based on criteria. |
| 9 | Finding evidence | Select strong evidence from background information for the claim & criterion; map out claim-evidence structure (Nussbaum et al., 2007). | Helps map argument components (claim, evidence) using a template (Hoffmann & Lingle, 2015; Nussbaum et al., 2007). | ...select strong evidence and structure it effectively with their claim. |
| 10 | Connecting claim and evidence | Write paragraphs explaining why a criterion is relevant & how selected evidence supports the claim via that criterion (Osborne et al., 2016). | Feedback on clarity/logic of the warrant/relevance explanation (Lin & Hung, 2025). | ...write clear explanations (warrants) establishing the relevance of their chosen criteria and evidence for their claims. |
| 11 | Summarising the argumentation | Summarise arguments and position (Peltzer et al, 2024). | Helps students find strongest arguments; rephrase summaries; develop closing sentence. | …write conclusions that summarize their argument and energy choice recommendation and end with an appropriate closing sentence. |
| 12 | Avoiding logical fallacies | Identify common logical fallacies in sample arguments; review own arguments for logical gaps. | Presents examples of logical fallacies in debates about the topic and provides corrective explanations. | ...identify and learn to avoid common logical fallacies in argumentation. |
| 13 | Developing counterarguments and refutations | Draft rebuttals to specific counterarguments (AI-generated or from list); incorporate into a more developed argument paragraph (Osborne et al., 2016). | Students submit paragraph with rebuttal. AI holistic feedback on structure/components (Meyer et al., 2024). | ...construct effective rebuttals and integrate them into a coherent argumentative paragraph. |
| 14 | Writing argumentation | Write a short argumentative essay including introduction and conclusion using multiple criteria, evidence, warrants, and rebuttals (Smit et al., 2025, Lesson 6). | Provides digital rubric for self/peer assessment of the essay (Peltzer et al., 2024). | ...assemble a complete argumentation addressing, effectively using multiple criteria and argument components. |
| Argumentation process |
| 15 | Peer-Review | Provide structured feedback for an argumentation written by a peer (Banihashem et al., 2024). | Checks comments for constructiveness (Banihashem et al., 2024). | ...provide useful peer feedback on written arguments, identifying areas for improvement. |
| 16 | Revising | Prompt AI feedback and use it to revise argumentation (Banihashem et al., 2024). | Provides targeted feedback on argumentative aspects. | ... implement feedback to improve their arguments. |
| 17 | Evaluating arguments | Assess and critique the structure and content of others' arguments (Kuhn & Moore, 2015). | Helps identifying strengths and weaknesses in arguments. | ... assess peers' arguments objectively and identify diverse perspectives on the topic. |
| 18 | Audience awareness | Refine arguments for a specific audience (Hubbart, 2025). | Chatbot as critical reader, suggesting improvements and clarifications. | ... adapt and strengthen arguments by addressing audience needs. |
| 19 | Final argumentation | Review and refine final argumentation. | Helps check structure, content, and counterarguments. | ... confidently present clear, well-written argumentation. |
